Is Drama A Magic Wand or A Waste of Time?

Year 2023, Volume: 17 Issue: 1, 99 - 119, 30.06.2023

Ayşe Gül Çirkinoğlu Şekercioğlu

https://doi.org/10.17522/balikesirnef.1217596

Cited By: 1

Abstract

Several studies revealing that students who receive traditional instruction indicate more interest in lessons in which active learning methods are employed have been conducted. This research aimed to determine the effect of drama-assisted teaching activities on university students’ achievements in Electrostatics concepts in Physics-2 class. For this purpose, instruction supported with the drama method was employed in addition to traditional teaching. The study followed a quasi-experimental research design with a control group, and the participants of the study were 83 second year students who studied at an Education Faculty, in the west of Turkey. To collect data, an Electrostatics Concept Test and a Drama Method Attitude Scale were used. As a result of the research, regarding the concept test, scores of the experimental group supported with drama-assisted instruction were significantly higher than the control group. It was found that the experimental group drama attitude mean score was 78.9% positive. According to the results of the research, drama alone is not a magic wand like Harry Potter's wand, but it is a more successful method than traditional methods.

Keywords

Conceptual understanding, drama-assisted teaching, drama attitude, electrostatics, university students.

Drama Sihirli Bir Değnek mi Yoksa Zaman Kaybı mı?

Abstract

Aktif öğrenme yöntemlerinin kullanıldığı derslere katılan öğrencilerin geleneksel öğretim yöntemlerinin kullanıldığı derslere katılan öğrencilere göre konulara daha fazla ilgi gösterdiğini ortaya koyan birçok araştırma yapılmıştır. Bu araştırmada, drama destekli öğretim etkinliklerinin üniversite öğrencilerinin Fizik-2 dersindeki Elektrostatik kavramlarına ilişkin başarılarına etkisini belirlemeyi amaçlanmıştır. Bu amaçla geleneksel öğretime ek olarak drama yöntemiyle desteklenmiş öğretim gerçekleştirilmiştir. Kontrol gruplu yarı deneysel araştırma deseninde yürütülen çalışmanın katılımcılarını Türkiye'nin batısındaki bir Eğitim Fakültesinde öğrenim gören 83 ikinci sınıf öğrencisi oluşturmuştur. Veri toplama araçları olarak Elektrostatik Kavram Testi (EKT) ve Drama Yöntemi Tutum Ölçeği kullanılmıştır. Araştırma sonucunda drama destekli öğretimle desteklenmiş deney grubunun kavram testine ilişkin puanları kontrol grubuna göre anlamlı düzeyde yüksek bulunmuştur. Ayrıca drama yöntemi ile desteklenmiş öğretim yapılan deney grubunun drama tutum puan ortalamasının %78.9 olumlu olduğu bulunmuştur. Araştırma sonuçlarına göre drama tek başına Harry Potter'ın asası gibi sihirli bir değnek olmasa da geleneksel yöntemlere göre daha başarılı bir yöntem olduğu görülmüştür.

Keywords

Kavramsal anlama, drama destekli öğretim, drama tutumu, elektrostatik, üniversite öğrencileri

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