Abstract
The aim of this study is to increase the awareness of Dede Korkut and his stories about the fourth grade students in primary school. For this purpose, the following questions have been sought: “What is the awareness of the fourth grade students attending the research about Dede Korkut?”, “How is theme-centered teaching contributing to the knowledge and recognition of Dede Korkut and his stories in primary school fourth grade students?”, “What do students think about the processing of Dede Korkut and his stories with thematic teaching?”, “What are the observations of the researcher during the application?” This study is a qualitative research and is designed with action research. The study group consisted of 22 students in the fourth class of a primary school. In this study, three different data collection tools were used:“Dede Korkut Awareness Form”, “semi-structured interview form” and “researcher's diaries”. Based on results, it is concluded that students do not know Dede Korkut and her stories which contain cultural values related to the society to which they belong, but successful results can be obtained when these works belonging to our culture are transferred to the students with appropriate methods. At the end of the interview, the students mentioned that they participated in activities related to thematic teaching and Dede Korkut and learning their stories, felt as if they had lived in that period and that they learned through these activities was permanent. In this direction, we can conclude that the theme-centered teaching method is successful in teaching Dede Korkut and his stories.
Highlights
The basic function of schools is to gain knowledge and skills to the individual, and to gain common values that hold individuals together by using the language, belief, life, history and culture of each society
“In the theme of the students' thoughts about Dede Korkut and their stories”, 3 sub-categories related to the thoughts about Dede Korkut stories were determined and the student opinions were expressed with the following sub-category headings: “Willing to participate in events” (17 expression), “Persistence Property” (15 expression), “Feeling as if Lived That Period” (11 expression)
It is concluded that students do not know Dede Korkut and her stories which contain cultural values related to the society to which they belong, but successful results can be obtained when these works belonging to our culture are transferred to the students with appropriate methods
Summary
The basic function of schools is to gain knowledge and skills to the individual, and to gain common values that hold individuals together by using the language, belief, life, history and culture of each society. Dede Korkut stories, which have a special place in terms of language, history and culture in our literary works, are one of the most open documents that tell the ancestors' traditions, customs, beliefs, family lives, give very important information about our history and shed light from past to present. Using Dede Korkut's stories as a cultural bearer from generation to generation by giving such important information about our history, the use of pure and clear Turkish further increases the importance of this work and makes it a masterpiece that belongs to Turkish people. Fuat Köprülü said “If you put all Turkish literature in one eye of the scale and Dede Korkut in the other, Dede Korkut outweighs” this book is one of the best works of Turkish literature (Ergin, 2018b, p.7)
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