Research Article
BibTex RIS Cite

Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game

Year 2019, Volume: 9 Issue: 2, 62 - 72, 08.06.2019

Abstract





This
study aimed to develop secondary school seventh-grade students’ awareness of
natural habitats and the interactions among living things, as well as reveal their
views on the problems encountered. The study was designed as a case study, a
qualitative perspective and conducted with 64 students from a private school
during the 2017–2018 academic year. Three open-ended questions were posed in
semi-structured interviews and the students’ responses were analyzed using
the content analysis technique. The results revealed that the students
developed an awareness of natural habitats and the interaction among living
things. The students proposed the protection of living things, protection and
reproduction of habitats, transportation of living things to more suitable
habitats, and protection of the natural balance, as solutions to the problems
that might arise in natural habitats.


References

  • Bailey, S. 1994. The Ecogame. Risley, Warrington and Cheshire: BNFL Education Unit.
  • Braund, M., & Ahmed, Z. (2018). Drama as physical role-play: actions and outcomes for life science lessons in South Africa. Journal of Biological Education, 1-10.
  • Bogner, F. X. (1998) The influence of shortterm outdoor ecology education on long-term variables of environmental perspectives, Journal of Environmental Education, 29(4), 17–29.
  • Carlsson, B. 2002. “Jag Vill Vara Kol!-Ett Fotosyntetiskt Dramaspel.” Miljödidaktiska Txter, Lärarutbildningen, Malmö, Högskola 4: 10–27.
  • Creswell, J.W., & Clark, P. (2011). Designing and conducting mixed methods research. Thousve Oaks: Sage.
  • Doğan, Y., Saraç, E. ve Çiçek, Ö. (2017). Ortaokul öğrencilerinin çevre sorunları, nedenleri ve çözümlerine yönelik algıları. International Journal Of Eurasia Social Sciences, 8(29), 787-804).
  • Erdoğan, M. (2011). Ekoloji temelli yaz doğa eğitimi programının ilköğretim öğrencilerinin çevreye yönelik bilgi, duyuşsal eğilimler ve sorumlu davranışlarına etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 2223-2237.
  • Erdoğan, M., & Özsoy, A. M. (2007). Graduate students’ perspectives on the human and environment relationship. Türk Fen Eğitimi Dergisi, 4(2), 21-30.
  • Erten, S. (2004). Çevre Eğitimi ve Çevre Bilinci Nedir, Çevre Eğitimi Nasıl Olmalıdır? Çevre ve İnsan Dergisi, Ankara: Çevre ve Orman Bakanlığı Yayın Organı.
  • Heather, P. (1999). Enperiential environmental education for primary aged-children (ERIC Document Reproduction Service No. ED 471 723).
  • Karakaya, F., & Yılmaz, M. (2017). Environmental ethics awareness of teachers. International Electronic Journal of Environmental Education, 7(2), 105-115.
  • Karakaya, F., Avgin, S. S., & Yilmaz, M. (2017). Environmental literacy dimensions of pre-service teachers. Üniversitepark Bülten, 6(1), 95-108.
  • Karakaya, F., Avgın, S. S., Gömlek, E., & Balık, M. Nature relatedness of pre-service teachers. Turkish Journal of Education, 6(2),79-87.
  • Martin, S. C. (2003). The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behavior and confort level. Journal of Elementary Science Education, 15(2), 51-63.
  • MEB. (2018). İlköğretim Fen Bilimleri Dersi (3,4,5,6,7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi. http://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Miles, M.B., & Huberman, A.M. (2015). Nitel veri analizi. (1.baskı) (Ed. S. Altun Akbaba ve A. Ersoy). Ankara: Pegem Akademi.
  • Ødegaard, M. 2001. The Drama of Science Education. How Public Understanding of Biotechnology and Drama as a Learning Activity May Enhance a Critical and Inclusive Science Education. Unpublished Dr. Scient. diss., University of Oslo, Norway.
  • Özdemir, O. (2010). Doğa deneyimine dayalı çevre eğitiminin ilköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 125-138.
  • Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V., & Jackson, R.B. (2013). Campbell Biyoloji, (E. Gündüz, İ. Türkan, Çev.). Ankara, Palme Yayıncılık.
  • Sadava, D., Hillis, M.D., Heller, H.C., & Berenbaum, M.R. (2014). Yaşam bilimi biyoloji. (E. Gündüz, İ. Türkan, Çev.). Ankara, Palme Yayıncılık.
  • Simon, E.J., Dickey, J.L., Hogan, K.A., & Reece, J.B. (2017). Campbell temel biyoloji. (E. Gündüz, İ. Türkan, Çev.). Ankara, Palme Yayıncılık.
  • Smith, M.T. and Smith, L.R. (2009). Elements of ecology, international edition, Pearson Benjamin Cummings, 649p, USA.
  • Withgott, J., Brennan, S. (2008). Environment The Science Behind The Stories, Pearson Benjamin Cummings, USA, 681 pp.
  • Yardımcı, E., & Bağcı-Kılıç, G. (2010). Çocukların gözünden çevre ve çevre sorunları. İlköğretim Online, 9(3), 1122-1136.
  • Yıldız, K., Sipahioğlu, Ş., & Yılmaz, M. (2009). Çevre Bilimi ve Eğitimi. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Yılmaz, O., Samsunlu, Ö., & Peker, R. (2017). Üniversite öğrencilerinin çevre sorunlarına ilişkin görüşleri: Isparta İli Örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (43), 283-301.
Year 2019, Volume: 9 Issue: 2, 62 - 72, 08.06.2019

Abstract

References

  • Bailey, S. 1994. The Ecogame. Risley, Warrington and Cheshire: BNFL Education Unit.
  • Braund, M., & Ahmed, Z. (2018). Drama as physical role-play: actions and outcomes for life science lessons in South Africa. Journal of Biological Education, 1-10.
  • Bogner, F. X. (1998) The influence of shortterm outdoor ecology education on long-term variables of environmental perspectives, Journal of Environmental Education, 29(4), 17–29.
  • Carlsson, B. 2002. “Jag Vill Vara Kol!-Ett Fotosyntetiskt Dramaspel.” Miljödidaktiska Txter, Lärarutbildningen, Malmö, Högskola 4: 10–27.
  • Creswell, J.W., & Clark, P. (2011). Designing and conducting mixed methods research. Thousve Oaks: Sage.
  • Doğan, Y., Saraç, E. ve Çiçek, Ö. (2017). Ortaokul öğrencilerinin çevre sorunları, nedenleri ve çözümlerine yönelik algıları. International Journal Of Eurasia Social Sciences, 8(29), 787-804).
  • Erdoğan, M. (2011). Ekoloji temelli yaz doğa eğitimi programının ilköğretim öğrencilerinin çevreye yönelik bilgi, duyuşsal eğilimler ve sorumlu davranışlarına etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 2223-2237.
  • Erdoğan, M., & Özsoy, A. M. (2007). Graduate students’ perspectives on the human and environment relationship. Türk Fen Eğitimi Dergisi, 4(2), 21-30.
  • Erten, S. (2004). Çevre Eğitimi ve Çevre Bilinci Nedir, Çevre Eğitimi Nasıl Olmalıdır? Çevre ve İnsan Dergisi, Ankara: Çevre ve Orman Bakanlığı Yayın Organı.
  • Heather, P. (1999). Enperiential environmental education for primary aged-children (ERIC Document Reproduction Service No. ED 471 723).
  • Karakaya, F., & Yılmaz, M. (2017). Environmental ethics awareness of teachers. International Electronic Journal of Environmental Education, 7(2), 105-115.
  • Karakaya, F., Avgin, S. S., & Yilmaz, M. (2017). Environmental literacy dimensions of pre-service teachers. Üniversitepark Bülten, 6(1), 95-108.
  • Karakaya, F., Avgın, S. S., Gömlek, E., & Balık, M. Nature relatedness of pre-service teachers. Turkish Journal of Education, 6(2),79-87.
  • Martin, S. C. (2003). The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behavior and confort level. Journal of Elementary Science Education, 15(2), 51-63.
  • MEB. (2018). İlköğretim Fen Bilimleri Dersi (3,4,5,6,7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi. http://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Miles, M.B., & Huberman, A.M. (2015). Nitel veri analizi. (1.baskı) (Ed. S. Altun Akbaba ve A. Ersoy). Ankara: Pegem Akademi.
  • Ødegaard, M. 2001. The Drama of Science Education. How Public Understanding of Biotechnology and Drama as a Learning Activity May Enhance a Critical and Inclusive Science Education. Unpublished Dr. Scient. diss., University of Oslo, Norway.
  • Özdemir, O. (2010). Doğa deneyimine dayalı çevre eğitiminin ilköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 125-138.
  • Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V., & Jackson, R.B. (2013). Campbell Biyoloji, (E. Gündüz, İ. Türkan, Çev.). Ankara, Palme Yayıncılık.
  • Sadava, D., Hillis, M.D., Heller, H.C., & Berenbaum, M.R. (2014). Yaşam bilimi biyoloji. (E. Gündüz, İ. Türkan, Çev.). Ankara, Palme Yayıncılık.
  • Simon, E.J., Dickey, J.L., Hogan, K.A., & Reece, J.B. (2017). Campbell temel biyoloji. (E. Gündüz, İ. Türkan, Çev.). Ankara, Palme Yayıncılık.
  • Smith, M.T. and Smith, L.R. (2009). Elements of ecology, international edition, Pearson Benjamin Cummings, 649p, USA.
  • Withgott, J., Brennan, S. (2008). Environment The Science Behind The Stories, Pearson Benjamin Cummings, USA, 681 pp.
  • Yardımcı, E., & Bağcı-Kılıç, G. (2010). Çocukların gözünden çevre ve çevre sorunları. İlköğretim Online, 9(3), 1122-1136.
  • Yıldız, K., Sipahioğlu, Ş., & Yılmaz, M. (2009). Çevre Bilimi ve Eğitimi. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Yılmaz, O., Samsunlu, Ö., & Peker, R. (2017). Üniversite öğrencilerinin çevre sorunlarına ilişkin görüşleri: Isparta İli Örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (43), 283-301.
There are 26 citations in total.

Details

Primary Language English
Journal Section Research Papers
Authors

Mehmet Yılmaz

Osman Çimen

Ferhat Karakaya 0000-0001-5448-2226

Merve Adıgüzel This is me

Publication Date June 8, 2019
Published in Issue Year 2019 Volume: 9 Issue: 2

Cite

APA Yılmaz, M., Çimen, O., Karakaya, F., Adıgüzel, M. (2019). Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game. International Electronic Journal of Environmental Education, 9(2), 62-72.
AMA Yılmaz M, Çimen O, Karakaya F, Adıgüzel M. Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game. IEJEE-Green. June 2019;9(2):62-72.
Chicago Yılmaz, Mehmet, Osman Çimen, Ferhat Karakaya, and Merve Adıgüzel. “Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game”. International Electronic Journal of Environmental Education 9, no. 2 (June 2019): 62-72.
EndNote Yılmaz M, Çimen O, Karakaya F, Adıgüzel M (June 1, 2019) Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game. International Electronic Journal of Environmental Education 9 2 62–72.
IEEE M. Yılmaz, O. Çimen, F. Karakaya, and M. Adıgüzel, “Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game”, IEJEE-Green, vol. 9, no. 2, pp. 62–72, 2019.
ISNAD Yılmaz, Mehmet et al. “Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game”. International Electronic Journal of Environmental Education 9/2 (June 2019), 62-72.
JAMA Yılmaz M, Çimen O, Karakaya F, Adıgüzel M. Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game. IEJEE-Green. 2019;9:62–72.
MLA Yılmaz, Mehmet et al. “Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game”. International Electronic Journal of Environmental Education, vol. 9, no. 2, 2019, pp. 62-72.
Vancouver Yılmaz M, Çimen O, Karakaya F, Adıgüzel M. Helping Students Comprehend the Needs of Living Things in Their Natural Habitats Through Creative Drama Technique: A Musical Chair Game. IEJEE-Green. 2019;9(2):62-7.