Araştırma Makalesi
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Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi

Yıl 2013, Cilt: 12 Sayı: 1, 120 - 131, 26.06.2013

Öz

Bu araştırmada, İlköğretim beşinci sınıf Işık ve Ses ünitesindeki Yaratıcı Drama Uygulamalı Öğretimin
öğrencilerin fen başarısı ve bilimsel süreç becerileri üzerindeki etkileri araştırılmıştır. Araştırma yarı deneysel bir
çalışma olup, Denizli’ de bir İlköğretim Okulu beşinci sınıf öğrencileri (n= 60) ile 2009-2010 öğretim yılının II.
döneminde toplam 6 hafta süresince yürütülmüştür. Beşinci sınıflardan 2 şube rastgele örnekleme yöntemi ile
seçilmiştir. Deney grubunda dersler Yaratıcı Drama Uygulamaları ile işlenirken, kontrol grubunda programdaki
gibi işlenmiştir. Araştırmada kullanılan ön ve son testler bağımsız gruplar için t testi ile SPSS 12.0 paket
programı kullanılarak analiz edilmiştir. Sonuç olarak, Yaratıcı Drama Uygulamalarının beşinci sınıf
öğrencilerinin fen başarılarında ve bilimsel süreç becerilerinde anlamlı bir etkisi bulunmuştur.

Kaynakça

  • Açıkgöz, K. Ü. (2003). Active learning and teaching. İzmir, Kanyılmaz Press.
  • Adıgüzel, H. Ö. (1994). New method and discipline in education: creative drama. 1. pedagogy congress statement book, Çukurova University Pedagogy Faculty, Volume 2.
  • Akoğuz, M. (2002). İletişim Becerilerinin Geliştirilmesinde Yaratıcı Dramının Etkisi, Yayınlanmamış Yüksek Lisans Tezi, Ankara.
  • Annarella, L. A. (1992) Creative Drama in The Classroom. (ERIC Document Reproduction Service ED:391206).
  • Arieli, B.B. (2007). The integration of creative drama into science teaching. Universityof Kansas. Phd. Thesis.
  • Bagcı-Kılıc, G. (2003). Third International Mathematics and Science Search (TIMSS): Science Teaching, Scientific research and nature of science. Journal of Elementary Online, 2(1), 42-51.
  • Chuang, H.F and Cheng, Y.J (2002). The relationships between attitudes toward science and related variables of junior high school students. Chinese Journal of Science Education, 10(1), 1 - 20.
  • Cokadar, H., Cihan-Yılmaz, G. (2010). Teaching ecosystems and matter cy cles with creative drama activities. Journal of Science Educational Technology, 19, 80-89.
  • Cottrell, J. (1987). Creative drama ın the classroom. National Textbook Company, Illinois.
  • Courtney, R. (1990). Drama and intelligence: A cognitive theory. Montreal, Canada: McGill- Queen’s University Press.
  • Duatepe, A. ve Ubuz, B, (2004). Drama based ınstruction and geometry. The 10th International Congress on Mathematics Education. Available online at:http://www.icme-10.dk/index.htm, p.TG14. (Accessed 3.11.2006).
  • Duatepe, A., Ubuz, B. (2009). Effects of drama-based ınstruction on student achievment, attitudes, and thinking levels. The Journal of Educational Research, 102, 272-286.
  • Ergin, Ö., Şahin, E. Ş. and Öngel, S. E. (2005). From theoretical to practice science teaching thtough experiment. İzmir, Dinazor Bookstore.
  • Ewers,T.G.(2001). Teaher-Directed versus learning cycles methods: effects on science process skills mastery and teachers efficacy among elementary education Students. PhD Thesis. The University of Idoho.
  • Freeman, Gregory D., Sullivan, Kathleen, Fulton, C. Ray (2003). Effects of creative drama on self-concept, social skills, and problem behavior. Journal of Educational Research, 96(3). Gallagher, (1997). understanding and practice. Unpublished PhD Dissertation, University of Wisconsin-Madison, USA.
  • Drama in education: adult teaching and learning for change in
  • Gott, R. & Duggan, S. (1995). Investigative work in the science curriculum. London, Open University Press.
  • Heathcote, D. & Bolton, G. (1995). Drama for learning : Dorothy Heathcote's mantle of the expert approach to education. Portsmouth, NH: Heinemann.
  • Heathcote, D., & Herbert, P. (1985). A drama of learning: Mantle of expert. Theory Into Practice, 24, 173–180.
  • Heinig, R. B. (1988). Creative drama for the classroom teacher. Upper Saddle River, NJ: Prentice Hall.
  • Kase-Polisini, J. & Spector, B. (1992). Improvised drama: A tool for teaching science. Youth
  • Theatre Journal, 7 (1), 15-19.
  • Littledyke, M. (2004). Drama and Science. Primary Science Review 84, 14-17.
  • Martin, R. Sexton, C. Wagner, K., & Gerlovich, J. (1998). Science for all children. Boston, Allyn and Bacon.
  • McCaslin’e, N. (1990). New Directions in Creatıve Drama, National Forum, Summer90, 70.
  • MNE, Board of Education (2004). Elemantary science and technology (4-8th grades) programs. Ankara, National Education Press.
  • Myers, B.E.(2004). Effects of investigative laboratory integration on student content knowledge and science process skill achievement across learning styles. PhD Thesis, University of Florida.
  • Oğur, B. ve Kılıç, B. G. (2005). The effect of students’ science achievement on ıntegrated drama in science lessons. Journal of Education Researches, 20.
  • O'Neill, C. (1995) Drama worlds: A framework for process drama. Portsmouth, NH: Heinemann.
  • Özçelik, D., A. (1989). Test Preparation Guide. OSYM Education Press.
  • Ozdemir P, Üstündağ, T (2007) Creative drama curriculum related to the scientists in science and technology. Elementary Education Online (No. 2) http://ilkogretim-online.org.tr. Accessed 27 May 2011.
  • Pekmez, E. Ş. (2000). Procedural understanding: Teachers’ perceptions of conceptual basis of practical work. PhD Thesis, University of Durham.
  • Saat, R.M.(2004) The acquisition of integrated science process skills in a web-based learning environment. Research in Science & Technological Education, 22 (1).
  • San, İ. (1996). A method that ımproved creativity and adiscipline that trained creative ındividual: pedagogical creative drama. Journal of New Turkey, 2(7), 148-160.
  • Sarıçoban, A. (2004). Using drama in turkish teaching as a foreign. Journal of Education Researches, 14.
  • Şahin-Pekmez, E., Aktamış, H., Taşkın-Can, B. (2009). Exploring scientific creativity of 7th grade students. Journal of Qafqaz University, 1302 – 6763, 204-214.
  • Taşar, M., Temiz, B.K., Tan, B.K. (2001). Student Acquisitions That Aimed at is Classified According to Scientific Process Skills in Elementary Science Teaching. http://www.gazi.edu.tr/~mftasar/publications/BSB.pdf. Accessed 25 January 2006.
  • Turpin, T.J (2000). A Study of the effects of an integrated, activity-based science curriculum on student achievement, science process skills, and science attitudes. Upon The Science Process Skills Of Urban Elementary Students. Journal of Education, 37, 2, 1996.
  • Üstündağ, T. (1998). The items of creative drama education. Journal of Education and Science, 107(22).
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Walsh-Bowers, R., Basso, R. (1999). Improving early adolescents' peer relations through classroom creative drama: an integrated approach. Social Work in Education, 21(1).
  • Wilhelm, J. D. (1998). Not for wimps Using drama to enrich the reading of young adult literature. Alan Review, 25(3), 36–40.
  • Yassa, Nevine A. (1999). High school involvement in creative drama. Research in Drama Education, 4(1).
  • Yavuz, A. (1998). Effect of conceptual change texts accompanied with laboratory activities based on constructivist approach on understanding of Acid-Base concepts. Yayınlanmamış Yüksek Lisans Tezi, The Graduate School of Natural and Applied Sciences of The Middle East Technical University.
  • Yılmaz, T. (2000). An approach of a model offer connected with ıntonation skills earn with creative drama method in turkish. Master Thesis, Ankara.
  • Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin

The Effects of Using Creative Drama in Science Education on Students’ Achievements and Scientific Process Skills

Yıl 2013, Cilt: 12 Sayı: 1, 120 - 131, 26.06.2013

Öz

The purpose of this study is to investigate the effect of creative drama-based instruction on fifth graders’ science achievements in the light and sound unit and scientific process skills. This quasi-experimental research was conducted in one of the public elementary schools in Turkey during 2009-2010 academic year. A light and sound achievement test was developed and administered to randomly selected 60 students. The experimental group was instructed through creative drama-based implications and the control group was never exposed to creative drama. An instruction material including five lesson plans was constructed for the leader to administer creative drama-based instruction. The unit was instructed to each group for three weeks. A science achievement test and a scientific process skills test were administered to each group as pre-post test. An independent sample t-test revealed that there were significant differences in the means of creative drama applications, science achievement and scientific process skills

Kaynakça

  • Açıkgöz, K. Ü. (2003). Active learning and teaching. İzmir, Kanyılmaz Press.
  • Adıgüzel, H. Ö. (1994). New method and discipline in education: creative drama. 1. pedagogy congress statement book, Çukurova University Pedagogy Faculty, Volume 2.
  • Akoğuz, M. (2002). İletişim Becerilerinin Geliştirilmesinde Yaratıcı Dramının Etkisi, Yayınlanmamış Yüksek Lisans Tezi, Ankara.
  • Annarella, L. A. (1992) Creative Drama in The Classroom. (ERIC Document Reproduction Service ED:391206).
  • Arieli, B.B. (2007). The integration of creative drama into science teaching. Universityof Kansas. Phd. Thesis.
  • Bagcı-Kılıc, G. (2003). Third International Mathematics and Science Search (TIMSS): Science Teaching, Scientific research and nature of science. Journal of Elementary Online, 2(1), 42-51.
  • Chuang, H.F and Cheng, Y.J (2002). The relationships between attitudes toward science and related variables of junior high school students. Chinese Journal of Science Education, 10(1), 1 - 20.
  • Cokadar, H., Cihan-Yılmaz, G. (2010). Teaching ecosystems and matter cy cles with creative drama activities. Journal of Science Educational Technology, 19, 80-89.
  • Cottrell, J. (1987). Creative drama ın the classroom. National Textbook Company, Illinois.
  • Courtney, R. (1990). Drama and intelligence: A cognitive theory. Montreal, Canada: McGill- Queen’s University Press.
  • Duatepe, A. ve Ubuz, B, (2004). Drama based ınstruction and geometry. The 10th International Congress on Mathematics Education. Available online at:http://www.icme-10.dk/index.htm, p.TG14. (Accessed 3.11.2006).
  • Duatepe, A., Ubuz, B. (2009). Effects of drama-based ınstruction on student achievment, attitudes, and thinking levels. The Journal of Educational Research, 102, 272-286.
  • Ergin, Ö., Şahin, E. Ş. and Öngel, S. E. (2005). From theoretical to practice science teaching thtough experiment. İzmir, Dinazor Bookstore.
  • Ewers,T.G.(2001). Teaher-Directed versus learning cycles methods: effects on science process skills mastery and teachers efficacy among elementary education Students. PhD Thesis. The University of Idoho.
  • Freeman, Gregory D., Sullivan, Kathleen, Fulton, C. Ray (2003). Effects of creative drama on self-concept, social skills, and problem behavior. Journal of Educational Research, 96(3). Gallagher, (1997). understanding and practice. Unpublished PhD Dissertation, University of Wisconsin-Madison, USA.
  • Drama in education: adult teaching and learning for change in
  • Gott, R. & Duggan, S. (1995). Investigative work in the science curriculum. London, Open University Press.
  • Heathcote, D. & Bolton, G. (1995). Drama for learning : Dorothy Heathcote's mantle of the expert approach to education. Portsmouth, NH: Heinemann.
  • Heathcote, D., & Herbert, P. (1985). A drama of learning: Mantle of expert. Theory Into Practice, 24, 173–180.
  • Heinig, R. B. (1988). Creative drama for the classroom teacher. Upper Saddle River, NJ: Prentice Hall.
  • Kase-Polisini, J. & Spector, B. (1992). Improvised drama: A tool for teaching science. Youth
  • Theatre Journal, 7 (1), 15-19.
  • Littledyke, M. (2004). Drama and Science. Primary Science Review 84, 14-17.
  • Martin, R. Sexton, C. Wagner, K., & Gerlovich, J. (1998). Science for all children. Boston, Allyn and Bacon.
  • McCaslin’e, N. (1990). New Directions in Creatıve Drama, National Forum, Summer90, 70.
  • MNE, Board of Education (2004). Elemantary science and technology (4-8th grades) programs. Ankara, National Education Press.
  • Myers, B.E.(2004). Effects of investigative laboratory integration on student content knowledge and science process skill achievement across learning styles. PhD Thesis, University of Florida.
  • Oğur, B. ve Kılıç, B. G. (2005). The effect of students’ science achievement on ıntegrated drama in science lessons. Journal of Education Researches, 20.
  • O'Neill, C. (1995) Drama worlds: A framework for process drama. Portsmouth, NH: Heinemann.
  • Özçelik, D., A. (1989). Test Preparation Guide. OSYM Education Press.
  • Ozdemir P, Üstündağ, T (2007) Creative drama curriculum related to the scientists in science and technology. Elementary Education Online (No. 2) http://ilkogretim-online.org.tr. Accessed 27 May 2011.
  • Pekmez, E. Ş. (2000). Procedural understanding: Teachers’ perceptions of conceptual basis of practical work. PhD Thesis, University of Durham.
  • Saat, R.M.(2004) The acquisition of integrated science process skills in a web-based learning environment. Research in Science & Technological Education, 22 (1).
  • San, İ. (1996). A method that ımproved creativity and adiscipline that trained creative ındividual: pedagogical creative drama. Journal of New Turkey, 2(7), 148-160.
  • Sarıçoban, A. (2004). Using drama in turkish teaching as a foreign. Journal of Education Researches, 14.
  • Şahin-Pekmez, E., Aktamış, H., Taşkın-Can, B. (2009). Exploring scientific creativity of 7th grade students. Journal of Qafqaz University, 1302 – 6763, 204-214.
  • Taşar, M., Temiz, B.K., Tan, B.K. (2001). Student Acquisitions That Aimed at is Classified According to Scientific Process Skills in Elementary Science Teaching. http://www.gazi.edu.tr/~mftasar/publications/BSB.pdf. Accessed 25 January 2006.
  • Turpin, T.J (2000). A Study of the effects of an integrated, activity-based science curriculum on student achievement, science process skills, and science attitudes. Upon The Science Process Skills Of Urban Elementary Students. Journal of Education, 37, 2, 1996.
  • Üstündağ, T. (1998). The items of creative drama education. Journal of Education and Science, 107(22).
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Walsh-Bowers, R., Basso, R. (1999). Improving early adolescents' peer relations through classroom creative drama: an integrated approach. Social Work in Education, 21(1).
  • Wilhelm, J. D. (1998). Not for wimps Using drama to enrich the reading of young adult literature. Alan Review, 25(3), 36–40.
  • Yassa, Nevine A. (1999). High school involvement in creative drama. Research in Drama Education, 4(1).
  • Yavuz, A. (1998). Effect of conceptual change texts accompanied with laboratory activities based on constructivist approach on understanding of Acid-Base concepts. Yayınlanmamış Yüksek Lisans Tezi, The Graduate School of Natural and Applied Sciences of The Middle East Technical University.
  • Yılmaz, T. (2000). An approach of a model offer connected with ıntonation skills earn with creative drama method in turkish. Master Thesis, Ankara.
  • Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Bilge Taşkın-can

Yayımlanma Tarihi 26 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 12 Sayı: 1

Kaynak Göster

APA Taşkın-can, B. (2013). Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi. İlköğretim Online, 12(1), 120-131.
AMA Taşkın-can B. Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi. İOO. Mart 2013;12(1):120-131.
Chicago Taşkın-can, Bilge. “Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına Ve Bilimsel Süreç Becerilerine Etkisi”. İlköğretim Online 12, sy. 1 (Mart 2013): 120-31.
EndNote Taşkın-can B (01 Mart 2013) Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi. İlköğretim Online 12 1 120–131.
IEEE B. Taşkın-can, “Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi”, İOO, c. 12, sy. 1, ss. 120–131, 2013.
ISNAD Taşkın-can, Bilge. “Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına Ve Bilimsel Süreç Becerilerine Etkisi”. İlköğretim Online 12/1 (Mart 2013), 120-131.
JAMA Taşkın-can B. Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi. İOO. 2013;12:120–131.
MLA Taşkın-can, Bilge. “Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına Ve Bilimsel Süreç Becerilerine Etkisi”. İlköğretim Online, c. 12, sy. 1, 2013, ss. 120-31.
Vancouver Taşkın-can B. Fen Öğretiminde Yaratıcı Drama Kullanımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi. İOO. 2013;12(1):120-31.