The Use of Wordless Books in Terms of Dialogical Pedagogy and Learning Approaches

Yıl 2024, Sayı: 38, 1452 - 1470, 21.02.2024

Olcay Bayraktar , İrem Bayraktar

https://doi.org/10.29000/rumelide.1440022

Cited By: 1

Öz

This study is based on the assumption of using wordless books in the educational environment coincides with the expectations of dialogical pedagogy. It is aimed to establish a stronger connection between wordless books and dialogic pedagogy. The reason why wordless books need to be more widespread is presented in terms of theory. For this, the difference between monologue and dialogue style is used as a problem situation. Monologue and dialogic styles in education are theoretically positioned at two different poles and many educational approaches can be explained in terms of these poles. The same difference was observed between wordless books and written books. The nature of wordless books, their characteristics and their contribution to the skills of the individual are interpreted in terms of the character of dialogical and monological education. As a second theoretical layer, the monological aspects of learning approaches (behaviorism, cognitivism and constructivism) are also considered as a second theoretical layer in order to present more clearly the features of dialogic pedagogy that can be associated with wordless books. The inclusion of learning approaches in the problem of the study allowed us to answer the question of why wordless books are not widespread in the educational environment and to analyze the contribution of wordless books in terms of dialogue.

Anahtar Kelimeler

Wordless books, dialogical pedagogy, learning approaches

Kaynakça

• Akerson, F. E. (2010). Edebiyat ve kuramlar. İstanbul: İthaki.
• Aristoteles. (2016). Metafizik (G. Sev, Çev.) İstanbul: Pinhan.
• Arizpe, E., Colomer, T., Martínez-Roldán, C., Bagelman, C., Belloran, B., Farrell, M., et al. (2014). Visual Journeys through Wordless Narratives: An international inquiry with immigrant children and 'The Arrival'. London: Bloomsbury Academic.
• Arkonaç, S. A. (2015). Psikolojide bilginin eleştirel arka planı. İstanbul: Hiperlink.
• Bachelard, G. (2008). Yeni bilimsel tin (A. Tümertekin, Translator). İstanbul: İthaki.
• Bakhtin, M. (2001). Karnavaldan romana edebiyat teorisinden dil felsefesine seçme yazılar. (C. Soydemir, Translator). İstanbul: Ayrıntı.
• Başkan, Ö. (2006). Dilde yaratıcılık. İstanbul: Multilingiual.
• Bayraktar, O. (2021). Millî eğitim düşüncemiz ve yapılandırmacılık felsefi sosyolojik tarihi boyutlarıyla. Ankara: EskiYeni.
• Bayraktar, O. (2022). Varlık ve bilgi ekseninde eğitimin temelleri. İstanbul: İnsan.
• Cassirer, E. (1980). İnsan üstüne bir deneme. (N. Arat, Translator). İstanbul: Remzi.
• Cassirer, E. (2005). Kültür bilimlerinin mantığı üzerine. (M. Köktürk, Translator). Ankara: Hece.
• Chomsky, N. (2011). Dil ve zihin. Ankara: BilgeSu Yayıncılık.
• Crawford, P. A., & Hade, D. D. (2009). Inside the Picture, Outside the Frame: Semiotics and the Reading of Wordless Picture Books. Journal of Research in Childhood Education, Vol.15 No. 1, (p. 66–80).
• Dafermos, M. (2018). Relating dialogue and dialectics: a philosophical perspective. Dialogic Pedagogy: An International Online Journal, p. 6. https://doi.org/10.5195/dpj.2018.189
• Derrida, J. (2012). Platon’un eczanesi. (Z. Direk, Translator). İstanbul: Pinhan.
• Diemer, A. (1997). Ontoloji. D. Özlem (Ed.), Günümüzde felsefe disiplinleri (D. Özlem, Translator) inside. (p. 97-135). İstanbul: İnkılâp.
• Eco, U. (2013). Anlatı ormanlarında altı gezinti. İstanbul: Can Sanat Yayınları.
• Farrell, M., Arizpe, E., & McAdam, J. (2010). Journeys across visual borders: annotated spreads of The Arrival by Shaun Tan as a method for understanding pupils' creation of meaning through visual images. Australian Journal of Language and Literacy, Vol. 33 Issue 3.
• Gadamer, H. G. (2009). Hakikat ve yöntem Volume 2. (H. Arslan, İ. Yavuzcan, Translator). İstanbul: Paradigma.
• Göktürk, A. (2012). Sözün ötesi. İstanbul: Yapı ve Kredi Yayınları.
• Grilli, G., & Terrusi, M. (2014). Lettori migranti e silent book: l’esperienza inclusiva nelle narrazioni visuali. Encyclopaideia, XVIII (38), (p. 67-90).
• Gutting, G. (2018). Gündelik hayatta felsefe nasıl kullanılır. (T. Ayteş, Translator). İstanbul: The Kitap
• Heidegger, M. (2005). Eğitim ve siyaset arasındaki çizgi. (B. S. Gür, C. Kayan, Translator) Muhafazakâr Düşünce Dergisi 2(5). (s.53-73.)
• Accessed from https://dergipark.org.tr/tr/pub/muhafazakar/issue/55978/767588
• Henry, L. (2003). Creative Writing through Wordless Picture Books. To The Educatıonal Resources Informatıon Center, (p. 1–6).
• Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, a. A. (2002). Using Wordless Picture Books to Support Emergent Literacy. Early Childhood Education Journal, Vol. 29, No.3, (p. 167–177).
• Kıran, Z., & Kıran, A. (2006). Dilbilime giriş. Ankara: Seçkin Yayıncılık.
• Lubis, R. (2018). The Progress of Students Reading Comprehension through Wordless Picture Books. Advances in Language and Literary Studies, Volume: 9Issue:1, (p. 48–52).
• Lysaker, J. T. (2019). Before words: wordless picture books and the development of reading in young children. New York: Teachers College Press.
• Lysaker, J. T., & Miller, A. (2012). Engaging social imagination: The developmental work of wordless book reading. Journal of Early Childhood Literacy, 13 (2) (p. 147-174).
• Lysaker, J., & Hopper, E. (2015). A kindergartner's emergent strategy use during wordless picture book reading. The Reading Teacher, Vol. 68 Issue 8 (p. 649–657).
• Marble, S. (2012). How do wordless picture books help develop writing for all students? Master Thesis, School of Arts and Sciences St. John Fisher College.
• Matusov, E. (2021). The relationship between education and learning and its consequences for dialogic pedagogy. Dialogic Pedagogy: An International Online Journal, 9, E1-E19. https://doi.org/10.5195/dpj.2021.425
• Noddings, N. (2017). Eğitim felsefesi. (R. Çelik, Translator). Ankara: Nobel.
• Piaget, J. (1999). Bölüm VI Öğrenme, merak ve yaratıcılık R. I. Evans, (Ed.), Jean Piaget insan ve fikirleri (Ş. Çiftçioğlu, Translator) in (p. 117-129). Ankara: Doruk.
• Platon. (2012). Devlet (Ş. Yeltekin, Translator). İstanbul: Araf.
• Russell, B. (1996). Dış dünya üzerine bilgimiz (V. Hacıkadiroğlu, Translator). İstanbul: Kabalcı.
• Serafini, F. (2014). Exploring wordless picture books. The Reading Teacher, Vol.68 Issue 1 (p. 24–26).
• Terrusi, M. (2017). Silent Books. Wonder, Silence and Other Metamorphosis in Wordless Picture Books. Proceedings of the International and Interdisciplinary Conference Brixen, Italy, 1, 879, (p. 1–12).