SU BİLGİNLERİ MOGAN GÖLÜ’NDE: YARATICI DRAMA VE YAPILANDIRMACI YAKLAŞIM TEMELLİ BİLİM EĞİTİMİNİN ETKİLİLİĞİ

Year 2018, Volume: 1 Issue: 3, 511 - 522, 30.10.2018

Gülendam Akgül , Derya Atalan Ergin , Ahmet Altındağ

https://doi.org/10.33723/rs.475121

Cited By: 1

Abstract

The purpose of this study is to
present the effectiveness of educations of Water Scientists at Mogan Lake
Project, supported by TÜBİTAK (The Scientific And Technological Research
Council Of Turkey) and to examine the attitudes of students toward science. The
study was conducted on 63 fourth grade students in 2016- 2017 school year, in
different public schools in Ankara. The study used mixed method research
design. Quantitative data were obtained using an achievement test consisting of
15 multiple choice questions and an Attitude Toward Science Scale while
qualitative data were obtained through open-ended questions. All statistical
analyses for quantitative data were performed through SPSS v.20.0. Qualitative
data were analysed using content analysis procedure. According to the results
of The Wilcoxon signed-rank test children got significantly higher scores on
achivement test and attitudes toward science scale. Content analysis results
supported the quantitative data in that after the Project activities children
reported their desire to be a scientist, to make scientific research and
believed the necessity of science more.

Keywords

Bilim Eğitimi, Yapılandırmacı Yaklaşım, Yaratıcı Drama, Bilime Karşı Tutum, İlkokul Öğrencileri

WATER SCIENTISTS AT MOGAN LAKE: EFFECTIVENESS OF CREATIVE DRAMA AND CONSTRUCTIVIST APPROACH BASED SCIENCE EDUCATION

Abstract

The
purpose of this study is to present the effectiveness of educations of Water
Scientists at Mogan Lake Project, supported by TÜBİTAK (The Scientific And
Technological Research Council Of Turkey) and to examine the attitudes of
students toward science. The study was conducted on 63 fourth grade students in
2016- 2017 school year, in different public schools in Ankara. The study used
mixed method research design. Quantitative data were obtained using an
achievement test consisting of 15 multiple choice questions and an Attitude
Toward Science Scale while qualitative data were obtained through open-ended
questions. All statistical analyses for quantitative data were performed
through SPSS v.20.0. Qualitative data were analysed using content analysis
procedure. According to the results of The Wilcoxon signed-rank test children
got significantly higher scores on achivement test and attitudes toward science
scale. Content analysis results supported the quantitative data in that after
the Project activities children reported their desire to be a scientist, to
make scientific research and believed the necessity of science more.

Keywords

Science Education, Constructivist Approach, Creative Drama, Attittude Toward Science, Primary School Students

References

• Adıgüzel, Ö. (2010). Eğitimde Yaratıcı Drama. Ankara: Naturel Yayıncılık.
• Akdemir, H., & Karakuş, M. (2016). “Yaratıcı drama yönteminin akademik başarı üzerine etkisi: bir meta-analiz çalışması”. International Journal of Active Learning, 1(2), 55-67.
• Akyol, S., & Fer, S. (2010). “Sosyal yapılandırmacı öğrenme ortamı tasarımının öğrenenlerin akademik başarılarına ve öğrenmenin kalıcılığına etkisi nedir” International Conference on New Trends in Education and Their Implications, 11(13), 882-888.
• Arısoy, N. (2007). “Examining 8th grade students’ perception of learning environment of science classrooms in relation to motivational beliefs and attitudes”. Yayımlanmamış tez, Orta Doğu Teknik Üniversitesi, Ankara, Turkey.
• Aydın, N., & Yılmaz, A. (2010). “Yapılandırıcı yaklaşımın öğrencilerin üst düzey bilişsel becerilerine etkisi.” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39).
• Bakker, M. (2014). “The development of primary school students’ attitude towards mathematics and the relation with mathematics achievement, gender, and playing mathematics computer games. Using mini-games for learning multiplication and division”. Unpublished Thesis in Utrecht University, The Netherlands.
• Batdi, V., & Batdi, H. (2015). “Effect of Creative Drama on Academic Achievement: A Meta-Analytic and Thematic Analysis”. Educational Sciences: Theory and Practice, 15(6), 1459-1470.
• Böyük, U., Tanık, N., & Saraçoğlu, S. (2011). “İlköğretim ikinci kademe öğrencilerinin bilimsel süreç beceri düzeylerinin çeşitli değişkenler açısından incelenmesi”. TÜBAV Bilim Dergisi, 4(1), 20-30.
• Duran, M. (2008). “Fen öğretiminde bilimsel süreç becerilerine dayalı öğrenme yaklaşımının öğrencilerin bilime karşı tutumlarına etkisi”. Yayımlanmamış yüksek lisans tezi, Muğla Üniversitesi Fen Bilimleri Enstitüsü, Muğla.
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). “Active learning increases student performance in science, engineering, and mathematics”. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
• Haney, J. J., & McArthur, J. (2002). “Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices”. Science Education, 86(6), 783-802.
• Hendrix, R., Eick, C., & Shannon, D. (2012). “The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning”. Journal of Science Teacher Education, 23(7), 823-846.
• Hofstein, A., & Lunetta, V. N. (2004). “The laboratory in science education: foundations for the twenty‐first century”. Science education, 88(1), 28-54.Kahyaoğlu, H., Yavuzer, Y., & Aydede, M. N. (2010). “Fen bilgisi dersinin öğretiminde yaratıcı drama yönteminin akademik başarıya etkisi”. Türk Eğitim Bilimleri Dergisi, 8(3).
• Karaosmanoğlu, G., & Adıgüzel, Ö. (2017). “Yaratıcı drama yönteminin 6. sınıf bilişim teknolojileri ve yazılım dersi alan öğrencilerin akademik başarılarına etkisi”. İlköğretim Online, 16(2).
• Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). “Math anxiety and math ability in early primary school years”. Journal of Psychoeducational Assessment, 27, 206-225.Lyons, T. (2006). “Different countries, same science classes: Students’ experiences of school science in their own words”. International Journal of Science Education, 28(6), 591-613.
• Oh, P. S., & Yager, R. E. (2004). “Development of constructivist science classrooms and changes in student attitudes toward science learning”. Science Education International, 15(2), 105-113.
• Özsoy, N. (2016). “İlköğretim matematik derslerinde yaratıcı drama yönteminin kullanılması”. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5(2), 112-119.Shiland, T.W. (1999) “Constructivism: the implications for laboratory work”. Journal of Chemical Education, 76(1), 107.
• Speering, W., & Rennie, L. (1996). “Students' perceptions about science: the impact of transition from primary to secondary school”. Research in Science Education, 26(3), 283-298.
• Sedef, A (2012). “Yaratıcı drama etkinliklerinin ilköğretim 7. sınıf öğrencilerinin bilimsel süreç becerilerine, bilimsel yaratıcılıklarına ve özdüzenlemelerine etkisi”. Yayımlanmamış yüksek lisans tezi, Pamukkale Üniversitesi, Denizli.
• Selvi, K., & Öztürk, A. (2000). “Yaratıcı drama yöntemi ile fen öğretimi”. Eğitim ve Bilim, 25(116).
• Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Taşkın-Can, B. (2013). “The effects of using creative drama in science education on students\'achievements and scientific process skills”. İlköğretim Online, 12(1), 120-131.
• Timothy, J., & Apata, F. S. (2014). “Effects of creative drama-based ınstruction on basic science achievement and scientific attitudes ın lagos state”. ATBU Journal of Science, Technology and Education, 2(2), 59-65.
• TÜBİTAK (2017). 4004 - Doğa eğitimi ve bilim okulları. https://www.tubitak.gov.tr/tr/destekler/bilim-ve- toplum/ulusal-destek-programlari/icerik-4004-doga-egitimi-ve-bilim-okullari İnternet sayfasından edinilmiştir.
• Ünal, Ç., & Çelikkaya, T. (2009). “Yapılandırmacı yaklaşımın sosyal bilgiler öğretiminde başarı, tutum ve kalıcılığa etkisi (5. sınıf örneği)”. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(2).
• Vygotsky, L. (1978). “Interaction between learning and development”. Readings on the development of children, 23(3), 34-4.