摘要：This research which was conducted to determine the effect of WebQuest-based teaching on improving the reading comprehension skillsof 4th grade elementary school students was designed as an action research. The study group consisted of 24 students in an elementary school. During the study which lasted 55 class hours, the students participated in three WebQuest-based teaching activitieswhich were done in groups, pairs, and individually. The reading comprehension test was used as the pre-test and the post-test.For the analysis of quantitative data, descriptive statistics was used and paired samples t-test was done. Qualitative data wereanalyzed, usingdescriptive analysis. Based on the findings, a significant difference was found in the post-test in the students’ reading comprehension scores when compared with their pre-test scores. The students stated that the screen guided themselves, that they reached the information they needed more quickly, and by reaching different web pages on a topic, they established meaning by integrating the information they accessed, and that they linked the visual and auditory elements on the screen with the written elements and established meaning more easily.It was also foundthat different font types and colors gave clues about the topic the students were searching for, and that students who used e-reading comprehension strategies were able to make sense of texts more easily. In the process, disagreements among students, the inability to use strategies such as saving, browsing, summarizing were among the problems experienced. Some recommendations were made for the solution of those problems.
其他摘要：Türkçe dersinde Ağ Araştırması’na dayalı öğretimin okuduğunu anlama becerisinin gelişimine etkisini belirlemek amacıyla yapılan bu araştırma eylem araştırması deseninde tasarlanmıştır. Araştırmanın çalışma grubunu 24 ilkokul dördüncü sınıf öğrencisi oluşt
