Merkezi Sinir Sistemi Konusunun Öğretiminde Teknoloji Destekli Drama Yöntemi Kullanılmasının Akademik Başarı ve Tutum Üzerine Etkisi

Yıl 2024, Cilt: 17 Sayı: 4, 814 - 830, 31.10.2024

Meryem Konu Kadirhanoğulları , Seda Vural Aydın

https://doi.org/10.30831/akukeg.1441960

Öz

Bu araştırmanın amacı teknoloji destekli drama yöntemi uygulamalarının öğrencilerin merkezi sinir sistemi konusuna ilişkin akademik başarılarına ve biyolojiye yönelik tutumuna etkisini incelemektir. Araştırmada nicel araştırma yöntemlerinden ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemini bir devlet üniversitesinde öğrenim gören biyoloji dersi alan uygun örnekleme yöntemi ile belirlenmiş 2 sınıfta öğrenim gören toplam 50 öğrenci oluşturmaktadır. Araştırma kapsamında ele alınan konular, kontrol grubunda geleneksel öğretim yöntemiyle deney grubunda ise teknoloji destekli drama yöntemi ile işlenmiştir Araştırmada veri toplama aracı olarak öğrencilerin akademik başarılarını ölçmek amacıyla, Akman (2023) tarafından geliştirilen “Akademik Başarı Testi” ve Geban, Ertepınar, Yılmaz, Altın ve Şahbaz (1994)’ de öğrencilerin kimyaya karşı tutumlarını tespit etmek amacıyla geliştirilen, Pekel (2005) tarafından biyoloji tutum ölçeği olarak modifiye edilen Biyoloji Tutum Ölçeği kullanılmıştır. Verilerin analizinde SPSS 22.0 paket programı kullanılmıştır. Araştırma sonucunda teknoloji destekli drama yöntemi ile gerçekleştirilen dersin, genel olarak öğrencilerin akademik başarılarını ve tutumlarını olumlu yönde artırdığı tespit edilmiştir

Anahtar Kelimeler

Drama, Teknoloji Destekli Eğitim, Biyoloji Eğitimi, Akademik başarı, Tutum

The Effect of Using Technology-Assisted Drama Method in Teaching the Central Nervous System Subject on Academic Achievement and Attitude

Öz

The aim of this research is to examine the effect of technology-supported drama method applications on students' academic achievements regarding the central nervous system and their attitudes towards biology. In the research, quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The sample of the research consists of a total of 50 students studying in biology course at a state university, in 2 classes determined by the convenient sampling method. The subjects covered within the scope of the research were taught with the traditional teaching method in the control group and with the technology-supported drama method in the experimental group. As a data collection tool in the research, the "Academic Achievement Test" developed by Akman (2023) and Geban, Ertepınar, Yılmaz, Altın, were used to measure the academic achievements of the students. and the Biology Attitude Scale, developed by Şahbaz (1994) to determine students' attitudes towards chemistry and modified as a biology attitude scale by Pekel (2005), were used. SPSS 22.0 package program was used to analyze the data. As a result of the research, it was determined that the course carried out with the technology-supported drama method generally positively increased the academic success and attitudes of the students.

Anahtar Kelimeler

Drama, Technology Supported Education, Biology Education, Academic success, Attitude

Kaynakça

• Abrahams, I., & Braund, M. (Eds.). (2012). Performing science: Teaching chemistry, physics and biology through drama. A&C Black.
• Akdemir, H., & Karakuş, M. (2016). The effect of creative drama method on academic achievement: A meta-analysis study. International Journal of Active Learning, 1(2), 55-67.
• Akgül, G. (2018). The effects of creative drama use on success, attitude and scientified creativity during digital calling in science and technology course [Unpublished master thesis]. Mersin University.
• Akgün, A., Özden, M., Çinici, A., Aslan, A., & Berber, S. (2014). An investigation of the effect of technology based education on scientıfıc process skills and academic achievement. Electronic Journal of Social Sciences,13(48), 27-46.
• Akkale, M. A., & Özalp, D. (2023). Investigation of elementary school teachers’ attitudes toward using creative drama method. Milli Eğitim, 52(240), 3063-3082. https://doi.org/10.37669/milliegitim.1180945
• Akman, B. (2023). Sinir sistemi öğretiminde kavram karikatürlerinin kullanımının öğrencilerin başarısı ve fen bilimleri dersine yönelik tutumuna etkisi [Yayımlanmamış Yüksek Lisans Tezi]. Necmettin Erbakan Üniversitesi.
• Altıkulaç, A., & Akhan, N. E. (2010). The effect of using the creative drama method and the six thinking hat technique on student success and attidudes in eighth-grade revolution history and kemalism lesson. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(3), 225-247.
• Anderson, M., Cameron, D., & Sutton, P. (Eds.). (2016). Innovation, technology and converging practices in drama education and applied theatre. Routledge.
• Aşılıoğlu, G., & Aytaç, Ö. (2002). Biyoloji eğitiminde yeni gelişmeler [New developments in biology education]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiriler Kitabı, 1, 16-18.
• Aydın, S., & Bülbül, M. Ş. (2011). Using drama for learning biology subjects: Teaching applications as an example. Journal of Bayburt Education Faculty, 6(1), 86-94.
• Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences] (8. baskı). Pegem Akademi.
• Campbell, C. (2013). Effects of drama on student achievement and attitude [Doctoral dissertation]. Evergreen State College.
• Çetin, Ö., Çakıroğlu, M., Bayılmış, C., & Ekiz, H. (2004). Teknolojik gelişme için eğitimin önemi ve internet destekli öğretimin eğitimdeki yeri [The importance of education for technological development and the place of internet-supported teaching in education]. The Turkish Online Journal of Educational Technology, 3(3), 144-147.
• Çetinkaya Aydoğdu, C., & Kirpik, C. (2021). Sosyal bilgiler öğretiminde yaratıcı drama yönteminin kullanılmasına ilişkin öğrenci görüşleri [Student’s opinions related to the creative drama method used in social studies lesson]. Yaratıcı Drama Dergisi, 16(2), 285-308.
• Çifci, E. G., & Altınova, H. H. (2012). The effect of creative tecnique on student’s emphaty skill in soscial work education. Journal of Ankara Health Science, 1(2), 133-149. https://doi.org/10.1501/Asbd_0000000023
• Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education (5th Edition). Routledge.
• De Beer, J., Petersen, N., & Brits, S. (2018). The use of puppetry and drama in the biology classroom. The American Biology Teacher, 80(3), 175-181. https://doi.org/10.1525/abt.2018.80.3.175
• Dimililer, Ç., Kurt, M., Kaşot, N., & Sözüdoğru, O. (2017). Technology and drama based creative collaborative writing in teaching. EURASIA Journal of Mathematics Science and Technology Education, 13(8), 5095-5106. https://doi.org/10.12973/eurasia.2017.00952a
• Doğan, S., Kırvak, E., & Baran, Ş. (2004). The levels of secondary school students making connection between daily life and the knowledge gained during biology lectures. Erzincan University Journal of Education Faculty, 6(1), 57-63.
• Erdoğan, F., & Şengül, S. (2017). The effect of cooperative learning method enhanced with metacognitive strategies on students’ metacognitive skills in math course, Educatin and Science, 42(192), 263-301.
• Gürbüz, N., & İlgaz, S. (2021). The effects of drama and computer-assisted teaching on achievement and knowledge retention in 5th grade social sciences course. Milli Eğitim, 50(229), 179-203.
• Kaf, Ö., & Yilmaz, O. U. (2017). Effects of creative drama method on students’ attitude towards social studies, academic achievement and retention in Turkey. European Journal of Educational Research, 6(3), 289-298. https://doi.org/10.12973/eu-jer.6.3.289
• Karadüz, A., & Baytak, A. (2010). An analysis of perceptions of the students in the Turkish education program about technology supported instruction. Sakarya University Journal of Education Faculty, 20, 7-29.
• Karasar, N. (2005). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Yayın Dağıtım.
• Kavan, N. (2021). The effect of technology-supported instruction on improving special education students’ reading comprehension skills. Anadolu University Journal of Education Faculty, 5(3), 264-284. https://doi.org/10.34056/aujef.830419
• Kılıç, D., & Sağlam, N. (2004). The effect of the concept maps on achievement and retention of learning in biology education. Hacettepe University Journal of Education, 27(27), 155-164.
• Kırmızı Susar, F. (2007). Yaratıcı drama yönteminin okuduğunu anlama başarısına etkisi ve yönteme ilişkin öğrenci görüşleri [The effect of creative drama method on reading comprehension success and student opinions about the method]. Eurasian Journal of Educational Research, 29, 59-71.
• Koç, Z., & Geçit, Y. (2021). Sosyal bilgiler dersinde uygulanan yaratıcı drama ekinliklerine yönelik öğrenci görüşleri [Students’ views on creative drama activities applied in social studies lesson]. Bayburt Eğitim Fakültesi Dergisi, 16(31), 174-196. https://doi.org/10.35675/befdergi.720684
• Köksal Akyol, A. (2003). Drama ve dramanın önemi [Drama and the importance of drama]. The Journal of Turkish Educational Sciences,1(2),179- 192.
• Kolovou, M., & Kim, N. J. (2020). Effects of implementing an integrative drama-inquiry learning model in a science classroom. The Journal of Educational Research, 113(3), 191-203. https://doi.org/10.1080/00220671.2020.1771673
• Köse, E. Ö. (2008). Biyoloji eğitiminde karikatür destekli öğretimin öğrenci başarısına etkisi [Effects of carıcature based teachıng on achıevement of students about biology educatıon]. Çağdaş Eğitim, 33(356), 14-21.
• Maden, S., & Dinç, A. (2017). The effectiveness of using drama method on student success and retention level in Turkish teaching. Amasya Education Journal, 6(2), 454-500.
• Ong, K. J., Chou, Y. C., Yang, D. Y., & Lin, C. C. (2020). Creative drama in science education: The effects on situational interest, career interest, and science-related attitudes of science majors and non-science majors. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), em1831. https://doi.org/10.29333/ejmste/115296
• Özatlı, N. S., & Bahar, M. (2010). Revealing students’ cognitive structures regarding excretory system by new techniques. Bolu Abant İzzet Baysal Üniversity Journal of Faculty of Education, 10(2), 9-26.
• Özkan, N. (2011). The importance of biology education today. Trakya University Journal of Science, 13(1), 222-230.
• Öztürk, Ç., & Korkmaz, Ö. (2020). The effect of technology-assisted creative drama activities on students’ attitudes towards social studies course and problem-solving skills. Creative Drama Journal, 15(1), 1-18.
• Pekel, F. O. (2005). Investigation of effectiveness of conceptual change approach on understanding of DNA, gen, chromosome concepts [Unpublished doctoral dissertation]. Atatürk University.
• Shim, K. C., Park, J. S., Kim, H. S., Kim, J. H., Park, Y. C., & Ryu, H. I. (2003). Application of virtual reality technology in biology education. Journal of Biological Education, 37(2), 71-74. https://doi.org/10.1080/00219266.2003.9655854
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
• Taşçı, G., Yaman, M., & Soran, H. (2010). Review of status regarding biology teachers’ using new technologies in education. Hacettepe University Journal of Education, 38(38), 267-278.
• Tiryaki, E. N., & Demir, A. (2020). The effect of technology supported teaching and traditional teaching method in Turkish teacher trainers. International Journal of Current Approaches in Language, Education and Social Sciences, 2(1), 276-303. https://doi.org/10.35452/caless.2020.14
• Tsaushu, M., Tal, T., Sagy, O., Kali, Y., Gepstein, S., & Zilberstein, D. (2012). Peer learning and support of technology in an undergraduate biology course to enhance deep learning. CBE—Life Sciences Education, 11(4), 402-412. https://doi.org/10.1187/cbe.12-04-0042
• Ünal, Y., & Yeşilyurt, M. (2023). The effect of technology supported instruction on understanding the subject of division. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 6(2), 160-170.
• Van Rooy, W. S. (2012). Using information and communication technology (ICT) to the maximum: Learning and teaching biology with limited digital technologies. Research in Science & Technological Education, 30(1), 65-80. https://doi.org/10.1080/02635143.2011.653877
• Wiske, M. S., Sick, M., & Wirsig, S. (2001). New technologies to support teaching for understanding. International Journal of Educational Research, 35(5), 483-501. https://doi.org/10.1016/S0883-0355(02)00005-8
• Yağmur, E. (2010). Effect of 7th grade science and technology lesson supported with creative drama on critical thinking skill and success [Unpublished doctoral dissertation]. Sakarya University.
• Yalım, N. (2003). Influence of teaching primary school rade 4 science courses using the creative drama method on academic achivements [Unpublished master thesis]. Anadolu University.
• Yang, K. T., Wang, T. H., & Chiu, C. M. H. (2015). Study the effectiveness of technology-enhanced interactive teaching environment on student learning of junior high school biology. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 263-275. https://doi.org/10.12973/eurasia.2015.1327a
• Yavuz, S., & Coşkun, E. A. (2008). Sınıf öğretmenliği öğrencilerinin eğitimde teknoloji kullanımına ilişkin tutum ve düşünceleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 276-286.
• Yılmaz, M. (2005). The effects of using educational technologies in teaching symmetry to success and attituded in 7th class of primary school [Unpublished master thesis]. Marmara University.
• Yılmaz, M., Yüksel, R., Kurt, M., & Toy, M. (2023). The effect of creative drama applications on achievement at elementary school level: A meta-analysis study. Journal of Education and New Approaches, 6(1), 78-95. https://doi.org/10.52974/jena.1258938
• Zengin, E., & Ulaş, A. H. (2021). Investigation of the effect of drama and education on the motivation and attitudes of the fourth-grade students towards social studies lesson. Journal of Education and Humanities: Theory and Practice, 12(24), 353-376.