EFFECT OF THINKING ROUTINES AND TEXTBOOK ACTIVITIES ON STUDENTS’ SKILLS OF EXPRESSING THEMSELVES: AN ACTION RESEARCH

Abstract

The purpose of this study is to compare effect of third grade Turkish textbook activity questions and thinking routines questions on students’ skills of expressing themselves in written form. The participants are 26 third grade students enrolled at a public primary school in the 2017-2018 educational year. The school was serving students mainly from low socioeconomic backgrounds in an industrially developed city in the Southeast of Turkey. The data sources are students’ responses to textbook activity questions and thinking routines questions. Every single sentence of students’ written responses is analyzed by coding with the course objectives of expressing oneself. It was found out that thinking routines questions are more effective in eliciting the objectives of expressing oneself in written form. © 2022. Milli Egitim. All Rights Reserved.