Abstract
The aim of this study was to associate popular culture texts with Turkish language lessons of middle school students. For this purpose, a model was proposed and a suitable curriculum was prepared for this model. It was aimed to determine how this program, which was the result of associating popular culture texts with Turkish language lesson outcomes, operated during classroom practices. The study was designed based on action research principles. The participants of the research were 19 (12 males and 7 females) seventh grade students. These pariticipants were selected according to the criterion sampling technique. Audio and video recording, questionnaire form, student and research diary, observation form, student activity files were used as data collection tools. Descriptive analysis technique was used in the analysis of these data. According to research data, it was seen that the Turkish language lessons associated with popular culture texts contributed to the development of basic language skills and developed a critical perspective on popular culture texts. However, for the action research process, students expressed their opinion that the lessons were fun and related to out of school life.
Highlights
It is known that the media is increasingly taking its place in human life, further enhancing the influence of popular cultures
The research process related to this sub-theme is shown as 8 lesson hours in the Turkish Language Curriculum (2006) annual plan; but it took 9 lessons because it was the first course of the research process, the linkage of technology to the course, and the implementation of the research activities associated with technology
The use of popular culture texts in education has been discussed in the literature because it is known that they include contents that could have negative effects on children and teenagers
Summary
It is known that the media is increasingly taking its place in human life, further enhancing the influence of popular cultures. It is known that it appeals to a large majority, it is noteworthy that there is uncertainty about popular culture (Browne, 2006) and studies of contradiction (Petracca & Sorapure, 1998). Turkish Language Curriculum is centered in and out of school experiences (Ucgun, 2014). The educational goal should not be kept away from the experiences of everyday life (McLaren, 2011). In this respect, the adequacy of Turkish Language Curriculum is discussed. According to PISA (2012) results; students in Turkey have been excluded from their schools and felt that they did not belong to their jel.ccsenet.org
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