Advantage and disadvantage of constructivist role play instruction method

Yıl 2007, Cilt: 27 Sayı: 2, 309 - 325, 01.06.2007

Nusret Kavak Fitnat Köseoğlu

Öz

In this study the perspectives of students on the constructivist role-play instruction method were investigated. The participants of the study were 35 high school grade 2 students in the 2001-2002 academic year and the qualitative research methods was used in the data colleting and evaluating process. Student completed four role-play activities developed on the basis of constructivist role-play instruction method to treat the subject of solubility equilibria. The findings of the study indicated that constructivist role-play instruction method has many advantages such as imagination of abstract concept, meaningful learning, conceptual change and to create entertaining learning atmosphere. On the other hand the constructivist role-play instruction method has some disadvantages such as to have a long time and to bring about misconceptions.

Anahtar Kelimeler

Constructivist role-play instruction method, solution, solubility equilibria

Yapılandırıcı Öğrenme Yaklaşımına Dayalı Rol Oynama Öğretim Yönteminin Avantaj ve Dezavantajları

Öz

Bu çalışmada yapılandırıcı öğrenme yaklaşımına dayalı rol oynama öğretim yöntemine öğrencilerin bakış açıları araştırılmıştır. 2001-2002 Öğretim Yılında 35 lise 2. sınıf öğrencisinin katıldığı bu çalışmada verilerin toplanması ve değerlendirilmesi için nitel araştırma yöntemlerinden faydalanılmıştır. Çözünürlük dengesi konusunu yapılandırmacı öğrenme yaklaşımına dayalı rol oynama öğretim yöntemi ile işleyen öğrencilerden elde edilen verilere göre bu öğretim yönteminin soyut kavramları hayalde canlandırma, anlamlı öğrenme gerçekleştirme, kavramsal değişim gerçekleştirme ve eğlenceli bir öğrenme ortamı yaratma gibi avantajlarının olduğu; diğer taraftan ise çok zaman alma, bazı yanlış kavramalara neden olma gibi dezavantajlarının bulunduğu tesIn this study the perspectives of students on the constructivist role-play instruction method were investigated. The participants of the study were 35 high school grade 2 students in the 2001-2002 academic year and the qualitative research methods was used in the data colleting and evaluating process. Student completed four role-play activities developed on the basis of constructivist role-play instruction method to treat the subject of solubility equilibria. The findings of the study indicated that constructivist role-play instruction method has many advantages such as imagination of abstract concept, meaningful learning, conceptual change and to create entertaining learning atmosphere. On the other hand the constructivist role-play instruction method has some disadvantages such as to have a long time and to bring about misconceptions.Yapılandırıcı Yaklaşıma Dayalı Rol Oynama Öğretim Yöntemi, Çözünme, Çözünürlük DengesiConstructivist role-play instruction method, solution, solubility equilibria Tam Metin

Anahtar Kelimeler

Yapılandırıcı Yaklaşıma Dayalı Rol Oynama Öğretim Yöntemi, Çözünme, Çözünürlük Dengesi

Kaynakça

• Armstrong, E.K., (2003) “Application of role-playing in tourism management teaching: an evaluation of a learning method”, Journal of Hospitality, Leisure, Sport and Tourism Education, 2(1): 5-16.
• Atasoy, B., (2004) “Fen Öğrenimi ve Öğretimi”, Asil Yayın Dağıtım, Ankara, 23-24 64- 69.
• Aubusson, P., Fogwill, S., Barr, R. and Perkovic, L., (1997) “What happens when students do simulation-role-play in Science?”, Research in Science Education, 27 (5): 565-580.
• Aubusson, P., Fogwill, S., Barr, R. and Perkovic, L., (1997) “What happens when students do simulation-role-play in Science?”, Research in Science Education, 27 (5): 565-580.
• Ausubel, D. P., (1968) “Educational Psychology, A Cognitive View”, Holt, Rinehart and Winston, Inc., New York,.
• Britt, M. A. (1995) “Research on Trial: A Pedagogy for Research Methods Instruction”, Teaching of Psychology: Ideas and Innovations: Proceedings of the Annual Conference on Undergraduate Teaching of Psychology. New York, 124-133.
• Burke, B.A., (1995) “Writing in beginning chemistry courses”, Journal of College Science teaching, March/April, 341-345:.
• Duveen, J. and Solomon, J. (1994) “The Great Evolution Trial: Use of Role-Play in the Classroom”, J. Res. Sci. Teach., 31(5): 575-582.
• Fadali, S.M., Robinson, M, McNichols, K. H., (2000) “Teaching engineering to K-12 students using role playing games”, http://www.unr.nevada.edu /~fadali/Papers/FADALI1526.PDF.
• Francis, P. J. and Byrne, A. P., (1999) “Use of role-playing exercises in teaching undergraduate astronomy and physics”, Publ. Astron. Soc. Aust., 16: 206- 211.
• Glynn, S., (1991) “Explaining science concepts: A teaching with analogies model”, The Psychology of Learning Science, Glynn, S., Yeany R.H. and Britton B.K., Lawrence Erlbaum, Hillsdale, 219- 240.
• Guha, S. (2000) “Temperate Facts in Fictitious Time”, (ERIC Document Reproduction Service No: ED 437 290).
• Jackson, P.T. and Walters, J.P., (2000) “Role Playing in Analytical Chemistry: The alumni speak”, J. Chem. Edu., 77 (8): 1019-1025.
• Joyce, B., and Weil, M., (1992) “Models of Teaching”, Allyn and Bacon, Boston, 89- 108.
• Ladrousse, G.P., (1989) “Role Play”, Oxford University Pres, Oxford,
• Maddrell, A.M.C., (1994) “A scheme for the effective use of role plays for an emancipatory geography”, Journal of Geography in Higher Education, 18(2): 155-162.
• Marshall, P.L., (1998) “Role playing in teacher education” J. Teacher Education, 38 (1): 32-37.
• McNicholos, K.H. and Fadali, M. S., (1999) “The Classroom computer: A role-playing educational activity”, http://fie.engrng.pitt.edu/fie99-/papers/1448.pdf.
• McSharry, G. and Jones, S., (2000) “Role-play in science teaching and learning”, School Science Review, 82 (298): 73-81.
• Piaget, J., (1951) “Play, Dreams and Imitation in Childhood”, Heinemann, London, 132-170.
• Raisner, J. A. (1997) “Using the ‘ethical environment’ paradigm to teach business ethics: the case of the maquiladoras”, Journal of Business Ethics, 16 (12/13). 1331-1346.
• Resnick, M. and Wilensky, U., (1998) “Diving into complexity: developing probabilistic decentralized thinking through role-playing activities”, Journal of Learning Science, 7(2): 153-175.
• Solomon, J., (1993) “Teaching Science Technology and Society”, Open university press, Buckingham,
• Solomon, J., Duveen, J., Scott, L. and McCharty, S., (1992) “Teaching about the nature of science trough history: Action research in the classroom”, J. Res. Sci. Teach., 29: 409-421.
• Taylor, C.A., (1987) “Science Education and Information Transfer”, Pergamon, Oxford,.
• Wilbert, G. and Lorraine, S., (1993) “Genethics-Genetic disorder and Diagnosis: A role- play exercise”, Journal of Biological Education, 27 (1): 51-61.
• Wolf, T., Wright, L. and Imhoff, T. (1994) “Collaborative role-play and negotiation: a cross-disciplinary endeavor”, Journal of Advanced Composition, 14(1): 149- 166.