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Views of Teachers on the Use of Drama Method in Science and Technology Courses

Year 2013, Volume: 4 Issue: 2, 46 - 55, 01.02.2013

Abstract

The aim of this study is to identify the views of the teachers on the use of drama as a teaching method in the science and technology courses. In the current study, qualitative research method was used. The data were collected through semi-structured interviews. The participants of the study were selected via maximum variation sampling. The participants consisted of 25 primary school (classroom) teachers teaching in primary schools located in the city-center and countycenters of Afyonkarahisar, Turkey. The reliability of the interviews was found to be 89 %. The findings show that drama can sometimes be used for science and technology topics. Most of the participants reported that the material in science and technology course was easier to learn through drama. While some of the participants make preparations to use drama, others use it without any preparation whenever they feel that the use of drama is appropriate. The participants made several recommendations to improve the effectiveness of the drama method. These recommendations apply to school administrations, teachers, and the Ministry of National Education.

References

  • Aksarı, S. (2005). İlköğretimde günlük ders planlarında yöntem olarak drama önerileri. Ankara: Nobel Yayın Dağıtım.
  • Aral, N., Baran, G., Bulut, Ş., & Çimen, S. (2000). Eğitimde drama. İstanbul: Ya-Pa.
  • Bahar, M. (2006). Fen ve teknoloji öğretimi. Ankara: Pegem A Yayıncılık.
  • Çokadar, H., & Cihan-Yılmaz, G. (2010). Teaching ecosystems and matter cycles with creative drama activities. Journal of Science Education Technology, 19, 80-89.
  • Doğru, M., Yılmaz, T., Kalay, A., & Gençosman, T. (2010). Effect of creative drama method in science and technology course on the attitudes of primary school fifth grade students towards the course and on their achievements. Practice and Theory in Systems of Education, 5(2), 133- 144.
  • Dorion, K.R. (2009). Science through drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons. International Journal of Science Education, 31(16), 2247–2270.
  • Durusel, G. (2007). İlköğretim okulları için uygulamalı drama. İstanbul: Yuva Yayınları.
  • Gay, L.R., Mills, G. E., & Airasian, P. W. (2006). Educational research: Competencies for analysis and applications. (8th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
  • Gönen, M., & Uyar-Dalkılıç, N. (2003). Çocuk eğitiminde drama yöntem ve uygulamalar.
  • İstanbul: Epsilon Yayıncılık.
  • Güllü, M. (2009). Dramatizasyon yönteminin yabancı dil öğretimi üzerindeki etkisi. Yayınlanmamış yüksek lisans tezi, Beykent Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Güney, S. (2009). Drama tekniklerinin ilköğretim 4 ve 5. sınıflarda kullanımı. Yayınlanmamış yüksek lisans tezi, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü.
  • 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, 823–846.
  • İçelli, O., Polat, R., & Sülün, A. (2008). Fen eğitiminde yaratıcı drama desenleri. Ankara: Maya Akademi.
  • Kamen, M. (1992). Creative drama and the enhancement of elementary school students’ understanding of science concepts. DAI-A 52/07, 2489. The Universty of Texas, Austin.
  • Kase-Polisini, J., & Spector, B. (1992). Improvised drama: A tool for teaching science. Youth Theatre Journal, 7(1), 15-19.
  • Kocayörük, A. (2004). Duygusal zeka eğitiminde drama etkinlikleri. Ankara: Nobel Yayın.
  • Littledyke, M. (2001). Drama and primary science. Paper presented at the Annual Meeting of the British Educational Research Association. Leeds, England, September 13-15. (ED 458 643, CS 510 656).
  • Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research. From theory to practice. CA: Wiley.
  • McMillan, J. H. (2004). Educational research. Boston: Pearson Education.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. 1st ed- San Francisso: Jossey-Bass Publishers.
  • Miles M., & Huberman, M. (1994). .An expanded sourcebook qualitative data analysis. Second Edition. California: Sage Publications.
  • Ormancı, Ü., & Şaşmaz-Ören, F. (2010). Dramanın ilköğretimde kullanılabilirliğine yönelik sınıf öğretmeni adaylarının görüşleri: demirci eğitim fakültesi örneği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 43(1), 165-191.
  • Önder, A. (2006). İlköğretimde eğitici drama temel ilkeler uygulama modelleri ve örnekleri. İstanbul: Morpa.
  • Özdemir, P., & Üstündağ, T. (2007). Creative drama curriculum related to the scientists in science and technology. Elementary Education Online, 6(2), 226-233.
  • Sağırlı, H.E., & Gürdal, A. (2002). Fen bilgisi dersinde drama tekniğinin öğrenci başarısına etkisi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15, 213- 224.
  • Schreiber, J. B., & Asner-Self, K. (2011). Educational research. The interrelationship of questions, sampling, design, and Analysis. NJ: Wiley.
  • Selmanoğlu, E. (2009). İlköğretim 5. sınıf türkçe dersinde yaratıcı dramanın öğrenci başarısına etkisi. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Sloman, K., & Thompson R. (2010). An example of large-group drama and cross-year peer assessment for teaching science in higher education. International Journal of Science Education, 32(14), 1877–1893.
  • Tengku N. S., Zainal, L., & Yussof, R.L. (2012). Students’ perceptions on drama activities in outdoor environments: A case study. Procedia Social and Behavioral Sciences, 38, 293-303.
  • Toivanen, T., Komulainen, K., Ruismäki, H. (2011). Drama education and improvisation as a resource of teacher student’s creativity. Procedia-Social and Behavioral Sciences, 12, 60–69.
  • Wengraf, T. (2001). Qualitative research interviewing. Thousand Oaks, CA: Sage
  • Yılmaz, G. (2006). Fen Bilgisi Öğretiminde Drama Yönteminin Kullanımı, Yayınlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Fen Bilimleri Enstitüsü.
Year 2013, Volume: 4 Issue: 2, 46 - 55, 01.02.2013

Abstract

References

  • Aksarı, S. (2005). İlköğretimde günlük ders planlarında yöntem olarak drama önerileri. Ankara: Nobel Yayın Dağıtım.
  • Aral, N., Baran, G., Bulut, Ş., & Çimen, S. (2000). Eğitimde drama. İstanbul: Ya-Pa.
  • Bahar, M. (2006). Fen ve teknoloji öğretimi. Ankara: Pegem A Yayıncılık.
  • Çokadar, H., & Cihan-Yılmaz, G. (2010). Teaching ecosystems and matter cycles with creative drama activities. Journal of Science Education Technology, 19, 80-89.
  • Doğru, M., Yılmaz, T., Kalay, A., & Gençosman, T. (2010). Effect of creative drama method in science and technology course on the attitudes of primary school fifth grade students towards the course and on their achievements. Practice and Theory in Systems of Education, 5(2), 133- 144.
  • Dorion, K.R. (2009). Science through drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons. International Journal of Science Education, 31(16), 2247–2270.
  • Durusel, G. (2007). İlköğretim okulları için uygulamalı drama. İstanbul: Yuva Yayınları.
  • Gay, L.R., Mills, G. E., & Airasian, P. W. (2006). Educational research: Competencies for analysis and applications. (8th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
  • Gönen, M., & Uyar-Dalkılıç, N. (2003). Çocuk eğitiminde drama yöntem ve uygulamalar.
  • İstanbul: Epsilon Yayıncılık.
  • Güllü, M. (2009). Dramatizasyon yönteminin yabancı dil öğretimi üzerindeki etkisi. Yayınlanmamış yüksek lisans tezi, Beykent Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Güney, S. (2009). Drama tekniklerinin ilköğretim 4 ve 5. sınıflarda kullanımı. Yayınlanmamış yüksek lisans tezi, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü.
  • 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, 823–846.
  • İçelli, O., Polat, R., & Sülün, A. (2008). Fen eğitiminde yaratıcı drama desenleri. Ankara: Maya Akademi.
  • Kamen, M. (1992). Creative drama and the enhancement of elementary school students’ understanding of science concepts. DAI-A 52/07, 2489. The Universty of Texas, Austin.
  • Kase-Polisini, J., & Spector, B. (1992). Improvised drama: A tool for teaching science. Youth Theatre Journal, 7(1), 15-19.
  • Kocayörük, A. (2004). Duygusal zeka eğitiminde drama etkinlikleri. Ankara: Nobel Yayın.
  • Littledyke, M. (2001). Drama and primary science. Paper presented at the Annual Meeting of the British Educational Research Association. Leeds, England, September 13-15. (ED 458 643, CS 510 656).
  • Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research. From theory to practice. CA: Wiley.
  • McMillan, J. H. (2004). Educational research. Boston: Pearson Education.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. 1st ed- San Francisso: Jossey-Bass Publishers.
  • Miles M., & Huberman, M. (1994). .An expanded sourcebook qualitative data analysis. Second Edition. California: Sage Publications.
  • Ormancı, Ü., & Şaşmaz-Ören, F. (2010). Dramanın ilköğretimde kullanılabilirliğine yönelik sınıf öğretmeni adaylarının görüşleri: demirci eğitim fakültesi örneği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 43(1), 165-191.
  • Önder, A. (2006). İlköğretimde eğitici drama temel ilkeler uygulama modelleri ve örnekleri. İstanbul: Morpa.
  • Özdemir, P., & Üstündağ, T. (2007). Creative drama curriculum related to the scientists in science and technology. Elementary Education Online, 6(2), 226-233.
  • Sağırlı, H.E., & Gürdal, A. (2002). Fen bilgisi dersinde drama tekniğinin öğrenci başarısına etkisi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15, 213- 224.
  • Schreiber, J. B., & Asner-Self, K. (2011). Educational research. The interrelationship of questions, sampling, design, and Analysis. NJ: Wiley.
  • Selmanoğlu, E. (2009). İlköğretim 5. sınıf türkçe dersinde yaratıcı dramanın öğrenci başarısına etkisi. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Sloman, K., & Thompson R. (2010). An example of large-group drama and cross-year peer assessment for teaching science in higher education. International Journal of Science Education, 32(14), 1877–1893.
  • Tengku N. S., Zainal, L., & Yussof, R.L. (2012). Students’ perceptions on drama activities in outdoor environments: A case study. Procedia Social and Behavioral Sciences, 38, 293-303.
  • Toivanen, T., Komulainen, K., Ruismäki, H. (2011). Drama education and improvisation as a resource of teacher student’s creativity. Procedia-Social and Behavioral Sciences, 12, 60–69.
  • Wengraf, T. (2001). Qualitative research interviewing. Thousand Oaks, CA: Sage
  • Yılmaz, G. (2006). Fen Bilgisi Öğretiminde Drama Yönteminin Kullanımı, Yayınlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Fen Bilimleri Enstitüsü.
There are 33 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Nil Yıldız Duban This is me

Merve Evsen Düzgün This is me

Publication Date February 1, 2013
Submission Date February 6, 2015
Published in Issue Year 2013 Volume: 4 Issue: 2

Cite

APA Duban, N. Y., & Düzgün, M. E. (2013). Views of Teachers on the Use of Drama Method in Science and Technology Courses. Turkish Online Journal of Qualitative Inquiry, 4(2), 46-55.
AMA Duban NY, Düzgün ME. Views of Teachers on the Use of Drama Method in Science and Technology Courses. TOJQI. April 2013;4(2):46-55.
Chicago Duban, Nil Yıldız, and Merve Evsen Düzgün. “Views of Teachers on the Use of Drama Method in Science and Technology Courses”. Turkish Online Journal of Qualitative Inquiry 4, no. 2 (April 2013): 46-55.
EndNote Duban NY, Düzgün ME (April 1, 2013) Views of Teachers on the Use of Drama Method in Science and Technology Courses. Turkish Online Journal of Qualitative Inquiry 4 2 46–55.
IEEE N. Y. Duban and M. E. Düzgün, “Views of Teachers on the Use of Drama Method in Science and Technology Courses”, TOJQI, vol. 4, no. 2, pp. 46–55, 2013.
ISNAD Duban, Nil Yıldız - Düzgün, Merve Evsen. “Views of Teachers on the Use of Drama Method in Science and Technology Courses”. Turkish Online Journal of Qualitative Inquiry 4/2 (April 2013), 46-55.
JAMA Duban NY, Düzgün ME. Views of Teachers on the Use of Drama Method in Science and Technology Courses. TOJQI. 2013;4:46–55.
MLA Duban, Nil Yıldız and Merve Evsen Düzgün. “Views of Teachers on the Use of Drama Method in Science and Technology Courses”. Turkish Online Journal of Qualitative Inquiry, vol. 4, no. 2, 2013, pp. 46-55.
Vancouver Duban NY, Düzgün ME. Views of Teachers on the Use of Drama Method in Science and Technology Courses. TOJQI. 2013;4(2):46-55.