Using Creative Drama in the Digital Storytelling Process in the History of Mathematics Education of Gifted Students

Yıl 2025, Cilt: 54 Sayı: 247, 1263 - 1310, 01.08.2025

Gülşah Saltık Ayhanöz , Eser Kahraman

https://doi.org/10.37669/milliegitim.1532385

Öz

Insert in this study, it was aimed to examine the effect of using creative drama in mathematics history education on the mathematical literacy self-efficacy of gifted students in the digital storytelling process and the digital stories they prepared, and to examine the opinions of the students who participated in the creative drama application. The research was conducted using the exploratory sequential mixed method design, which is one of the mixed method designs. The study group of the research, which had an implementation period of 10 weeks, consisted of 20 middle school students studying in Special Talents Development Program at the Science and Art Center in a province of the Central Anatolia Region. In the quantitative dimension of the study, "Quasi-Experimental Research Model with Pre-test and Post-test Control Group" was applied to examine the changes in students' mathematical literacy self- efficacy. In the qualitative dimension of the study, data were collected through interview questionnaires and digital stories. In the current research, the data obtained from semi-structured interviews were content analyzed. As a result of the research, it was seen that the use of creative drama in teaching the history of mathematics had a positive effect on the mathematical literacy self-efficacy of gifted students in the digital storytelling process. It was determined that the digital story rubric scores of the experimental group students who participated in creative drama activities were higher; it was seen that the opinions of the experimental group students regarding the use of creative drama in mathematics history education were positive.

Anahtar Kelimeler

History of mathematics , digital storytelling , creative drama , mathematics literacy self-efficacy , BİLSEM

Matematik Tarihi Eğitiminde Yaratıcı Dramanın Dijital Öykülere, Öğrenci Görüşlerine ve Matematik Okuryazarlığı Öz Yeterliklerine Etkisi

Öz

Bu araştırmada; matematik tarihi eğitiminde yaratıcı drama kullanımının dijital öyküleme sürecindeki özel yetenekli öğrencilerin matematik okuryazarlığı öz yeterliğinin ve hazırladıkları dijital öyküler üzerindeki etkisinin, yaratıcı drama uygulamasına katılan öğrencilerin görüşlerinin incelenmesi amaçlanmıştır. Yürütülen araştırma, karma yöntem desenleri arasında olan açımlayıcı sıralı karma yöntem deseni kullanılarak gerçekleştirilmiştir. Uygulama süreci 10 hafta olan araştırmanın çalışma grubunu, İç Anadolu Bölgesi’nin bir ilinde bulunan Bilim ve Sanat Merkezinde ÖYGP’de (Özel Yetenekleri Geliştirme Programı) öğrenim gören 20 ortaokul öğrencisi oluşturmaktadır. Çalışmanın nicel boyutunda öğrencilerin matematik okuryazarlığı öz yeterliği üzerindeki değişimlerini incelemek için “Ön test-Son test Kontrol Gruplu Yarı Deneysel Araştırma Modeli” uygulanmıştır. Araştırmanın nitel boyutunda ise veriler, görüşme soru maddeleri ve dijital öyküler aracılığı ile toplanmıştır. Araştırmada yarı yapılandırılmış görüşmelerden elde edilen verilerin içerik analizi yapılmıştır. Kodların yorumlanması betimsel analizle gerçekleştirilmiştir. Ayrıca çalışmada özel yetenekli öğrenciler tarafından hazırlanan dijital öykülerin değerlendirilmesinde eğitsel bağlamda dijital öykü anlatımı süreci ile ilgili 18 kriterden oluşan bir rubrik kullanılmıştır. Özel yetenekli öğrenciler ile yürütülen yaratıcı drama çalışmasının matematik okuryazarlığı öz yeterliği üzerindeki etkilerinin kontrol ve deney grubu arasında farklılık bulunup bulunmadığını belirlemek amacıyla ilişkisiz gruplar için t-testine yer verilmiştir. Araştırma neticesinde matematik tarihi öğretiminde yaratıcı drama kullanımının dijital öyküleme sürecindeki özel yetenekli öğrencilerin matematik okuryazarlığı öz yeterliği üzerinde olumlu bir etkisi olduğu görülmüştür. Ayrıca yaratıcı drama etkinliklerine katılan deney grubu öğrencilerinin dijital öykü rubrik puanlarının daha yüksek olduğu tespit edilmiş; deney grubu öğrencilerinin matematik tarihi eğitiminde yaratıcı drama kullanımına ilişkin görüşlerinin olumlu olduğu görülmüştür.

Anahtar Kelimeler

Matematik tarihi , dijital öyküleme , yaratıcı drama , matematik okuryazarlığı öz yeterliği , BİLSEM

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