An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study

Özge Canoğulları

doi:10.24106/kefdergi.1906972

EN TR

An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study

Öz

This study aimed to examine prospective educators’ experiences, perspectives, and perceived competencies regarding activity-based instructional practices implemented throughout an undergraduate "Addiction and Addiction Prevention” course. The study employed a qualitative descriptive design utilizing inductive thematic analysis. The study group comprised a complete cohort of 55 undergraduate students (100% participation rate) enrolled in the course and meeting predefined inclusion criteria at a public university in Turkey during the 2025–2026 academic year. Qualitative data were collected through semi-structured focus group interviews exploring participants’ lived experiences with case analyses, role-playing simulations, creative activity design, and addiction-themed television series reflections. The dataset was analyzed using Braun and Clarke’s (2006) six-phase inductive thematic analysis framework. The thematic analysis revealed that activity-based instruction consolidated abstract theoretical knowledge into experiential learning, transforming students from passive recipients into active agents. Findings demonstrated that role-playing, narrative case analyses, and cinemeducation deconstructed moralistic stereotypes, facilitating a conceptual transition toward a biopsychosocial model of addiction while fostering empathy for affected individuals and families. Furthermore, participants reported ecologically transferring acquired coping competencies—such as refusal assertiveness, boundary-setting, and digital self-regulation—into daily peer and personal contexts, while navigating nuanced social anxieties and fears of peer exclusion during boundary enforcement. Integrating experiential, drama-based, and narrative instructional modalities into higher education addiction curricula holistically fosters prospective educators' cognitive comprehension, affective sensitivity, and preventive behavioral efficacy, thereby strengthening their professional readiness for school-based prevention.

Anahtar Kelimeler

activity-based learning, addiction education, empathy development, coping skills, Inductive thematic analysis

Etik Beyan

The study was approved by the Ethics Committee of Artvin Çoruh University (No:E-18457941-050.99-198080/15.10.2025)

Etkinlik Temelli Öğretim Yöntemleriyle "Bağımlılık ve Bağımlılıkla Mücadele" Dersinin İncelenmesi: Nitel Bir Araştırma

Öz

Bu araştırma, yükseköğretim düzeyindeki "Bağımlılık ve Bağımlılıkla Mücadele" dersinde uygulanan etkinlik temelli öğretim yöntemlerinin, öğretmen adayı öğrencilerin bağımlılık olgusuna yönelik algıları, empati gelişimleri, baş etme becerileri ve pedagojik deneyimleri üzerindeki yansımalarını derinlemesine incelemeyi amaçlamaktadır. Araştırmada nitel betimsel desen kullanılmıştır. Çalışma grubunu, 2025-2026 eğitim-öğretim yılında Türkiye’deki bir devlet üniversitesinde derse kayıtlı olan ve belirlenen katılım ölçütlerini karşılayan 55 lisans öğrencisinden oluşan tam çalışma grubu (%100 katılım oranı) oluşturmaktadır. Araştırma verileri; vaka analizleri, rol oynama çalışmaları, yaratıcı etkinlik tasarımları ve bağımlılık temalı dizi analizlerini içeren yarı yapılandırılmış odak grup görüşmeleri aracılığıyla toplanmıştır. Elde edilen nitel veriler, Braun ve Clarke’ın (2006) altı aşamalı tümevarımsal tematik analiz yaklaşımıyla çözümlenmiştir. Tematik analiz sonucunda; etkinlik temelli öğretimin teorik bilgiyi somutlaştırarak kalıcı öğrenmeyi sağladığı ve öğrencileri pasif dinleyici rolünden aktif katılımcı rolüne dönüştürdüğü saptanmıştır. Bulgular, özellikle vaka analizi, rol oynama ve dizi incelemelerinin (sinemayla eğitim) öğrencilerde bağımlı bireylere ve ailelerine yönelik damgalayıcı önyargıları kırarak, bağımlılığı ahlaki bir "irade zayıflığı" yerine biyopsikososyal bir süreç olarak yeniden anlamlandırmalarını sağladığını ortaya koymuştur. Ayrıca öğrencilerin "hayır deme", "sınır koyma" ve öz-düzenleme becerilerini günlük yaşamlarındaki akran baskısı ve dijital ekran sınırlandırması gibi riskli durumlara aktarabildikleri, bununla birlikte akran ortamında sınır koyarken sosyal dışlanma kaygısı gibi uygulama güçlükleri de deneyimledikleri belirlenmiştir. Araştırma sonuçları, yükseköğretim bağımlılık önleme programlarında deneyimsel, dramatik ve anlatı temelli materyallerin kullanımının; öğrencilerin sadece bilişsel değil, duyuşsal (empati, damgalamayı azaltma) ve davranışsal (öz-yeterlik, risk yönetimi) boyutlarda çok yönlü gelişimini desteklediğini ve geleceğin eğitimcilerine koruyucu-önleyici mesleki yeterlik kazandırdığını göstermektedir.

Anahtar Kelimeler

etkinlik temelli öğrenme, bağımlılık eğitimi, empati gelişimi, baş etme becerileri, tümevarımsal tematik analiz

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Rehberlik ve Psikolojik Danışmanlık (Diğer), Yükseköğretim Çalışmaları (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Özge Canoğulları ^*
0000-0003-2867-7948
Türkiye

Yayımlanma Tarihi

29 Ekim 2026

Gönderilme Tarihi

10 Mart 2026

Kabul Tarihi

2 Ekim 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 34 Sayı: 4

DOI

https://doi.org/10.24106/kefdergi.1906972

IZ

https://izlik.org/JA53WG83KW

APA

Canoğulları, Ö. (2026). An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study. Kastamonu Education Journal, 34(4), 782-803. https://doi.org/10.24106/kefdergi.1906972

AMA

1.Canoğulları Ö. An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study. Kastamonu Eğitim Dergisi. 2026;34(4):782-803. doi:10.24106/kefdergi.1906972

Chicago

Canoğulları, Özge. 2026. “An Examination of the ‘Addiction and Addiction Prevention’ Course Using Activity-Based Teaching Methods: A Qualitative Study”. Kastamonu Education Journal 34 (4): 782-803. https://doi.org/10.24106/kefdergi.1906972.

EndNote

Canoğulları Ö (01 Ekim 2026) An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study. Kastamonu Education Journal 34 4 782–803.

IEEE

[1]Ö. Canoğulları, “An Examination of the ‘Addiction and Addiction Prevention’ Course Using Activity-Based Teaching Methods: A Qualitative Study”, Kastamonu Eğitim Dergisi, c. 34, sy 4, ss. 782–803, Eki. 2026, doi: 10.24106/kefdergi.1906972.

ISNAD

Canoğulları, Özge. “An Examination of the ‘Addiction and Addiction Prevention’ Course Using Activity-Based Teaching Methods: A Qualitative Study”. Kastamonu Education Journal 34/4 (01 Ekim 2026): 782-803. https://doi.org/10.24106/kefdergi.1906972.

JAMA

1.Canoğulları Ö. An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study. Kastamonu Eğitim Dergisi. 2026;34:782–803.

MLA

Canoğulları, Özge. “An Examination of the ‘Addiction and Addiction Prevention’ Course Using Activity-Based Teaching Methods: A Qualitative Study”. Kastamonu Education Journal, c. 34, sy 4, Ekim 2026, ss. 782-03, doi:10.24106/kefdergi.1906972.

Vancouver

1.Özge Canoğulları. An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study. Kastamonu Eğitim Dergisi. 01 Ekim 2026;34(4):782-803. doi:10.24106/kefdergi.1906972

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

An Examination of the "Addiction and Addiction Prevention" Course Using Activity-Based Teaching Methods: A Qualitative Study

Öz

Anahtar Kelimeler

Etik Beyan

Etkinlik Temelli Öğretim Yöntemleriyle "Bağımlılık ve Bağımlılıkla Mücadele" Dersinin İncelenmesi: Nitel Bir Araştırma

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster