A Qualitative Research on the Use of Humor in Turkish Teaching in Secondary School

Autor/inn/en	Çarkit, Cafer; Canalici, Meryem
Titel	A Qualitative Research on the Use of Humor in Turkish Teaching in Secondary School
Quelle	In: Psycho-Educational Research Reviews, 10 (2021) 3, S.140-152 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çarkit, Cafer) ORCID (Canalici, Meryem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2634-7172
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Attitudes; Teaching Methods; Humor; Textbook Content; Textbooks; Student Motivation; Grade 5; Grade 6; Grade 7; Grade 8; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Humoristische Darstellung; Lehrbuchtext; Textbook; Text book; Schulbuch; Lehrbuch; Schulische Motivation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Türkei
Abstract	This research aims to determine the use of humor in Turkish classes in secondary schools. To this end, firstly, the humorous elements in the Turkish textbooks were examined, and then Turkish teachers' views on these elements and their views and classroom practices regarding the use of humor in their classes were determined. The study was designed according to the case study method, one of the qualitative research methods. The humorous elements in the Turkish textbooks were collected through the document review method, and the views and classroom practices of the Turkish teachers regarding the use of humor were collected through a semi-structured interview form. In this context, interviews were made with 15 Turkish teachers working in public schools. The content analysis method was used to analyze the obtained data. According to the findings, most of the interviewed teachers included humorous elements in their classes through various classroom practices. In addition, it was determined that teachers consider humorous elements important because such elements increase students' motivation and make classes more interesting. Finally, it was concluded that Turkish textbooks do not contain enough humorous elements. (As Provided).
Anmerkungen	London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://perr.biruni.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01