The Effect of Creative Drama Method on Students' Views on Environmental Problems

Abstract

The aim of this research is to determine the effect of the creative drama method on the views of the 7th grade primary school students about the problems asked about environmental problems. Within the scope of the research, the unit called living things and life in the science lesson was taught with creative drama management for 6 weeks. As a method, phenomenology research design, one of the qualitative research designs, was used. The sample of the research consists of 7th grade students in 2 different branches who were educated in a public school in the Esenler district of Istanbul in the 2007-2008 academic year. There are a total of 68 students, 36 female and 32 male students, in the study group. The sample group has never taken drama lessons before. “Semi-structured interview form”, one of the data collection tools, was used to obtain qualitative data. The qualitative data that emerged with the interview form were analysed by content analysis. Instead of having one-on-one interviews with the students, the sample group was divided into 6 subgroups and the related questions in the interview form were distributed to the groups for them to answer. The raw forms of the answers received from the groups were collected, transferred to the computer environment and presented in tables after content analysis. The prepared questions were prepared by considering the criteria in the semi-structured interviews. In this way, in the case of using the creative drama method in the science lesson, the differences in the solution proposals of the students for the environmental problems were determined. Considering the results of the research, it was concluded that the creative drama method positively affected the students' approach to producing solutions to environmental problems and was effective in bringing more comprehensive solution proposals to environmental problems

Keywords

• Creative drama
• science education
• environmental education
• environmental problems

Yaratıcı Drama Yönteminin Öğrencilerin Çevresel Problemlere İlişkin Görüşlerine Etkisi / The Effect of Creative Drama Method on Students' Views on Environmental Problems

Abstract

Bu araştırmanın amacı yaratıcı drama yönteminin ilköğretim 7. sınıfta okuyan öğrencilerin çevre sorunlarına yönelik sorulan problemlere ilişkin görüşlerine etkisini belirlemektir. Araştırmada nitel araştırma desenlerinden fenomenoloji araştırma deseni kullanılmıştır. Fen dersinde canlılar ve hayat adlı ünite 6 hafta boyunca yaratıcı drama yönetimi ile işlenmiştir. Araştırmanın örneklemini yazarın görev yaptığı İstanbul ili, Esenler ilçesi 2007–2008 eğitim öğretim yılında İlköğretim okulunda toplam iki sınıf olmak koşuluyla 7. sınıfta okuyan öğrenciler oluşturmaktadır. Örneklem grup 36 kız ve 32 erkek öğrenci olmak üzere toplam 68 öğrenciden oluşmaktadır. Örneklem grup daha önce hiç drama dersi almamıştır. Nitel verileri elde etmek için veri toplama araçlarından “ yarı yapılandırılmış görüşme formu” kullanılmıştır. Görüşme formu ile ortaya çıkan nitel veriler, içerik analizi ile çözümlenmiştir. Öğrenciler ile birebir görüşme yapmak yerine örneklem grup 6 alt gruba ayrılarak görüşme formundaki ilgili sorular cevaplamaları için gruplara dağıtılmıştır. Gruplardan alınan cevapların ham halleri toplanmış, bilgisayar ortamına aktarılıp içerik analizi yapıldıktan sonra tablolar halinde sunulmuştur. Hazırlanan sorular yarı yapılandırılmış görüşmelerdeki kıstaslar dikkate alınarak hazırlanmıştır. Bu sayede yaratıcı drama yönteminin fen dersinde kullanılması durumunda öğrencilerin çevre sorunlarına yönelik çözüm önerilerine olan görüşlerindeki farklılıklar tespit edilmiştir. Araştırma sonuçlarına bakıldığında yaratıcı drama yönteminin öğrencilerin çevre sorunlarına çözüm üretme yaklaşımlarını olumlu yönde etkilediği bu sayede çevre sorunlarına daha kapsamlı çözüm önerileri getirmelerinde etkili olduğu sonucuna ulaşılmıştır.

Keywords

• Yaratıcı Drama
• Fen
• Çevre
• Çevre Sorunları

References

1. Adıgüzel, H. Ö. (1994). A New Method and Discipline in Education: Creative Drama. Çukurova University Faculty of Educational Sciences 1st Educational Sciences Congress,, 2, 522– 532.
2. Aral, N., Bulut, Ş., Baran, G. & Çimen, S. (1981). Drama in education. YA-PA Broadcasting.
3. Atasoy, E. (2006). Education for the environment, child nature interaction. Bursa: Ezgi Bookstore.
4. Bertiz, H. (2005). Attitudes of pre-service science teachers towards creative drama and their views on storytelling [Master Thesis]. Abant İzzet Baysal University.
5. Biggs, John, B. (1990). Teaching: Design for Learning, in B. Ross (ed), Teaching for Effective Learning, Sydney: HERDSA
6. Bozdoğan, Z., 2003. Counseling Activities and Creative Drama at School. Nobel Broadcast Distribution, s. 23–52.
7. Gayford, C. G. (2002). Environmental literacy: Towards a shared understanding for science teachers, Research in science & Technological Education, 20(1), 99-110.
8. Gelen, İ. & Özer, B. (2010). The effect of gamification on problem solving skills and attitude towards the lesson in the fifth grade mathematics lesson.. Education Sciences, 5 (1), 71- 88. Retrieved from https://dergipark.org.tr/tr/pub/nwsaedu/issue/19825/212361

9. Gülay, H. ve Önder, A. (2011). Environmental education in preschool period for sustainable development. Ankara: Nobel Broadcast Distribution.
10. Gülay, H. ve Öznacar, M. (2010). Environmental education activities for preschool children Ankara: Pegem Academy Publishing.
11. Güneysu, S. (1991). “Creative drama” (1985- 1995 articles) (Edt. H. Ömer Adıgüzel) June 2002 C: 1 s.96
12. Kaptan, F. ve Hünkar, K. (2001). Teaching Science in Primary Education: Effective Teaching and Learning in Primary Education Teacher's Handbook-Module 7. Ankara, T.C. MEB Projects Coordination Center Presidency, 2001.
13. Kim, C. M., Kim, M. K. Lee, C., Spector, J., M. ve De Meesterc, K. (2013). “Teacher Beliefs and Technology Integration”, Teaching and Teacher Education, V.29, pp.76-85.
14. Levey, S. (2005). Drama in environmental education. Green Teacher, 77, 15.
15. MEB. (2000). " Primary Education Institutions Science Course Curriculum," Board of Education and Discipline, Journal of Announcements, Sayı: 2518.
16. MEB (2005). Ministry of National Education General Directorate of Primary Education, Green Box Environmental Education Project, Ankara, 2005.
17. San, İ. (1990). Eğitimde yaratıcı drama. Ankara University Eğitim Bilimleri Fakültesi Dergisi, 23(2), 573– 582.
18. San, İ. (1999). Past and Present of Creative Drama Studies in Turkey. Republic and Child, 2nd National Child Cultures Congress. Edited by: Bekir Onur. Ankara University Child Culture Research and Application Center Publications. s. 267-273.
19. Scott, J. Buchanan, J. ve Haigh, N. (1997). “Reflections on Student Centered Learning in a Large Class Setting”, British Journal of Educational Technology, V.28(1), pp.19-30.
20. Semerci, N. ve Özer, B. (2012). The Effect of Student-Centered Blended Teaching Method on Critical Thinking. Kalem Journal of Education and Human Sciences, 2(2), 11-50.
21. Soylu, H. (2004). New approaches in science teaching. Nobel Broadcast Distribution..
22. Teker, E. (2009). The effect of using creative drama method in science and technology teaching on primary school students' views on science and environmental problems. (Master Thesis). Abant İzzet Baysal University.
23. Üstündağ, T. (1988). Elements of creative drama education program. Education and Science, 107(22). Yassa, N. A. (1999). High School Involvement in Creative Drama, Research in Drama Education, 4, 37-49. Yıldırım, A. ve Şimsek, H. (2016). Qualitative research Methods. Ankara: Seçkin Publishing