Manyetik Alanlar Konusunun Öğretiminde Farklı Öğretim Yöntemlerinin Bütünleştirilmesi: Yaratıcı Drama ve 7E Öğrenme Modelinin Kullanımı

Yıl 2022, Sayı: 54, 215 - 247, 02.01.2022

Esin Şahin , Rahmi Yağbasan

https://doi.org/10.9779/pauefd.787276

Öz

Bu çalışma, yaratıcı drama ile bütünleştirilmiş 7E öğrenme modelinin fizik öğretmen adaylarının başarılarına etkilerini belirlemeyi amaçlamaktadır. ‘Manyetik alanlar’ konusunda 7E modeli ile yaratıcı drama bütünleştirilerek ders planları hazırlanmıştır. Bu ders planlarının uygulamaları 16 fizik öğretmen adayı ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak manyetik alanlar konusu başarı testi ve yarı yapılandırılmış görüşme formları kullanılmıştır. Manyetik alanlar konusu başarı testi bulgularına göre, yaratıcı drama ile bütünleştirilmiş 7E öğrenme modeli fizik öğretmen adaylarının başarılarını arttırmıştır. Yapılan görüşmelerde öğrencilerin başlangıçta verdikleri yanlış ve eksik bilgilerin hemen hemen tamamının doğru bilgilerle değiştirildiği tespit edilmiştir. Bu nedenlerle, 7E öğrenme modeli ile yaratıcı dramanın bütünleştirilerek kullanılmasının öğretmen adaylarının genel başarılarını arttırdığı sonucuna varılabilir.

Anahtar Kelimeler

manyetik alan, 7E öğrenme modeli, yaratıcı drama, fizik öğretimi

Integrating Different Teaching Methods to Teach Magnetic Fields Topic: Using Creative Drama and 7E Learning Model

Öz

This study aims to use the 7E learning model integrated with creative drama to determine their effects on the success of physics teacher candidates. Lesson plans were prepared on the topic of ‘magnetic fields’, which combined the 7E learning model with creative drama. These plans were put into practice using 16 physics teacher candidates. A magnetic fields topic achievement test and semi-structured interview forms were used as data collection tools for the research. Based upon the findings of the magnetic fields topic achievement test, the 7E learning model integrated with creative drama increased the success of the physics teacher candidates. In the interviews, it was found that almost all of the incorrect and incomplete information initially given by the students had been replaced by correct information. For these reasons, it can be concluded that the integrated use of creative drama with the 7E learning model increased the general success of the teacher candidates.

Anahtar Kelimeler

magnetic field, magnetic field, creative drama, physics teaching

Kaynakça

• Abed, O. H. (2016). Drama-based science teaching and its effect on students' understanding of scientific concepts and their attitudes towards science learning. International Education Studies, 9(10), 163-173. doi:10.5539/ies.v9n10p163
• Adıgüzel, H. Ö. (2006). Yaratıcı drama kavramı, bileşenleri ve aşamaları [Creative drama, components and stages of creative drama]. Creative Drama Journal, 1(1), 17-27.
• Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun. Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683-706. doi:10.1002/sce.10141
• Arık, S., & Yilmaz, M. (2020). The effect of constructivist learning approach and active learning on environmental education: a meta-analysis study. International Electronic Journal of Environmental Education, 10(1), 44-84.
• Arieli, B. B. (2007). The integration of creative drama into science teaching. Unpublished doctoral dissertation. Kansas State University, Manhattan, USA.
• Ayaz, M. F. (2015). The effect of 5e learning model on the attitudes towards lessons of the students: a meta-analysis study. Electronic Journal of Education Sciences, 4(7), 29-50.
• Aykaç, N., & Ulubey, Ö. (2008). Yaratıcı drama yöntemi ile yapılandırmacılık ilişkisinin 2005 MEB ilköğretim programlarında değerlendirilmesi [Evaluation of the relationship between creative drama method and constructivism in 2005 MEB primary education programs]. Creative Drama Journal, 3(6), 25- 42.
• Ayvacı, H. Ş., & Yılmaz, B. C. (2009). Investigating the effect of drama activity called ‘mirrors and their usage’ to student succession developed according to elaborating stage of 5e model. Procedia-Social and Behavioral Sciences. 1(1), 2712-2717. doi:10.1016/j.sbspro.2009.01.480
• Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education. 24(2), 199-215. doi:10.1080/02635140600811585
• Batdı, V. (2020). Mini Meta-Thematic Analysis of Creative Drama. Creative Drama Journal, 15, 45-60.
• Baybars, M. G., & Kucukozer, H. (2018). The effect of 7e learning model on conceptual understandings of prospective science teachers on "de Broglie Matter Waves" subject. European Journal of Educational Research, 7(2), 387-395.
• Braund, M. (1999). Electric drama to improve understanding in science. School Science Review, 81, 35-42.
• Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
• Bybee, R. W. (2003). Why the seven E’s. [Available online at: http://www.miamisci.org/ph/lpintro7e.html], Retrieved on December 03, 2012.
• Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (Published online May 2020). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours. Research Papers in Education. doi:10.1080/02671522.2020.1767184
• Ceran, S. A., & Ateş, S. (2019). The effects of 5e model supported by life based contexts on the conceptual understanding levels measured through different techniques. Journal of Education in Science Environment and Health, 5(2), 227-243. doi:10.21891/jeseh.557999
• Cobern, W. W. (1993). Constructivism. Journal of Educational and Psychological Consultation, 4(1), 105-112.
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and Conducting Mixed Methods Research. London: Sage Publications.
• Çokdar, H., & Yılmaz, G. C. (2010). Teaching ecosystems and matter cycles with creative drama activities. Journal of Science Education and Technology. 19(1), 80-89. doi:10.1007/s10956-009-9181-3
• Çopur, T. (2014). Use and assesment of creative drama method in teaching mechanic subjects. Unpublished doctoral dissertation, Gazi University, Ankara, Turkey.
• Danckwardt-Lillieström, K., Andrée, M., & Enghag, M. (2020). The drama of chemistry-supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school. International Journal of Science Education, 42(11), 1862-1894. doi:10.1080/09500693.2020.1792578
• Demir, K. (2012). An evaluation of the combined use of creative drama and Jigsaw II techniques according to the student views: case of a measurement and evaluation course. Procedia-Social and Behavioral Sciences, 47, 455-459. doi:10.1016/j.sbspro.2012.06.680
• Demirezen, S., & Yağbasan, R. (2013). 7E modelinin basit elektrik devreleri konusundaki kavram yanılgıları üzerine etkisi [The Effect of 7E Model on Misconceptions About Simple Electrical Circuits]. Hacettepe University Journal of Education, 28(28-2), 132-151.
• Dinçer, T (2018). Pre-servıce physıcs teachers’ mental models of electrıc and magnetıc fıeld. Unpublished doctoral dissertation, Hacettepe University, Ankara, Turkey.
• Dorion, K. (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. doi:10.1080/09500690802712699
• Durusoy, H. (2012). The effects of curriculum layered and creative drama methods on 6th grade “force and movement” unit on student achievement and retention of knowledge. Unpublished master’s thesis, Hacettepe University, Ankara, Turkey.
• Eryılmaz, A. (2010). Development and application of three-tier heat and temperature test: sample of bachelor and graduate students. Eurasian Journal of Educational Research, 40, 53-76.
• Gebbels, S., Evans, S. M., & Murphy, L. A. (2010). Making science special for pupils with learning difficulties. British Journalof Special Education. 37(3), 139-147. doi:10.1111/j.1467-8578.2010.00463.x
• Guisasola, J., Almudi, J. M., & Zubimendi, J. L. (2004). Difficulties in learning the introductory magnetic field theory in the first years of university. Science Education, 88(3), 443-464. doi:10.1002/sce.10119
• Hake, R. (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74. doi:10.1119/1.18809
• 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(7), 823-846. doi:10.1007/s10972-012-9292-1
• Henry, M. (2000). Drama’s ways of learning. Research in Drama Education:The Journal of Applied Theatre and Performance, 5(1), 45-62. doi:10.1080/135697800114195
• Johnson, H. F. (1912). The dramatic method of teaching. (Ed: Cyr, Ellen M.). Boston: Ginnand Company.
• Kaltakçı, D. (2012). Development and application of a four-tier misconception test to assess pre-service students’ misconceptions about geometric optics. Unpublished doctoral disertation, Middle East Technical University, Ankara, Turkey.
• Kanlı, U., & Yağbasan, R. (2008). The effects of a laboratory based on the 7E learning cycle model with verification laboratory approach on students’ development of science process skills and conceptual achievement. Essays in Education, 24, 143-153.
• Kanlı, U. (2009). Roots and evolution of learning cycle model in light of constructivist theory-a sample activity. Science & Education, 34(151), 44.
• Kanlı, U. (2015). Using a two-tier test to analyse students' and teachers' alternative concepts in astronomy. Science Education International, 26(2), 148-165.
• Karplus, R., & Their, H .D. (1967). A New Look at Elementary School Science. Chicago: Rand McNally. Kehoe, J. (1994). Basic item analysis for multiple-choice tests. Practical Assessment, Research, and Evaluation, 4(1), 10. doi:10.7275/07zg-h235
• Kılınçaslan, H., & Şimşek, P. Ö. (2015). Effects of curriculum layered and creative drama methods on 6th grade ‘force and motion’ unit on achievement, attitude and retention. Education and Science, 40 (180), 217-245. doi:10.15390/EB.2015.4380
• Komikesari, H., Anggraini, W., Asiah, N., Dewi, P. S., Diani, R., & Yulianto, M. N. (2020). Effect size test of 7e learning cycle model: conceptual understanding and science process skills on senior high school students. Journal of Physics: Conference Series, 1572 (pp.1-7). IOP Publishing. doi:10.1088/1742-6596/1572/1/012023
• Lee, B. K., Patall, E. A., Cawthon, S. W., & Steingut, R. R. (2015). The effect of drama-based pedagogy on pre K–16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 3-49. doi:10.3102/0034654314540477
• Maharg, P. (2000). Rogers, constructivism and jurisprudence: Educational critique and the legal curriculum. International Journal of the Legal Profession, 7(3), 189-203. doi:10.1080/096959500750142981
• Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & Van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(S1), S12-S23. doi:10.1119/1.1371296
• Miadi, O., Kaniawati, I., & Ramalis, T. R. (2018). Application of learning model (LC) 7E with technology based constructivist teaching (TBCT) and constructivist teaching (CT) approach as efforts to improve student cognitive ability in static fluid concepts. Journal of Physics: Conference Series, 1108 (pp.1-8). IOP Publishing. doi:10.1088/1742-6596/1108/1/012059
• Myint, Z. M., & Nyunt, S. S. (2018). An Investigation into the Effectiveness of a Learning Cycle Model in Middle School Science on Students' Scientific Literacy. Universities Research Journal, 11(5), 387-404.
• Odegaard, M. (2003). Dramatic science: A critical review of drama in science education. Studies in Science Education, 39, 75-101. doi:10.1080/03057260308560196
• Oon, P.-T., & Subramaniam, R. (2011). On the declining ınterest in physics among students-from the perspective of teachers. International Journal of Scence Education 33(5), 727-746. doi:10.1080/09500693.2010.500338
• Örnek, F., Robinson, W. R., & Haugan, M. P. (2008). What makes physics difficult?. International Journal of Environmental & Science Education. 3(1), 30-34.
• Paksu, A. D., & Ubuz, B. (2009). Effects of drama-based geometry instruction on student achievement, attitudes, and thinking levels. The Journal of Educational Research, 102(4), 272-286. doi:10.3200/JOER.102.4.272-286
• Pantidos, P., Spathi, K., & Vitoratos, E. (2001). The use of drama in science education: The case of ‘Blegdamsvej Faust’. Science & Education, 10(1-2), 107-117. doi:10.1023/A:1008769401292
• Primanda, A., Distrik, I. W., & Abdurrahman, A. (2018). The Impact of 7E Learning Cycle-Based Worksheets Toward Students Conceptual Understanding and Problem Solving Ability on Newton's Law of Motion. Journal of Science Education, 2(19), 95-106.
• Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductary physics. American Journal of Physics, 66(3) 212-224. doi:10.1119/1.18847
• Saricayir, H. (2010). Teaching electrolysis of water through drama. Journal of Baltic Science Education, 9(3), 179-186.
• Sarıkaya, S., & Akbaş, A. (2020). Elimination of Misconceptions of Secondary School Students about Heat and Temperature. Dicle University Journal of Ziya Gökalp Faculty of Education, 1(38), 31-40.
• Sederberg, D., Latvala, A., Lindell, A., Bryan, L., & Viiri, J. (2010). Progressions of students’ mental models of magnetism across scale. Presentation at the annual conference of Groupe International de Recherche sur l'Enseignement de la Physique (GIREP). Reims, France.
• Sherman. J. S. (2000). Science and Science Teaching. USA: The College of New Jersey.
• Stagg, B. C. (2020). Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education. Research in Science & Technological Education, 38(3), 253-271. doi:10.1080/02635143.2019.1605347
• Stepans, J. (2006). Targeting students’ science misconceptions: Physical science concepts using the conceptual change model. Florida: Showboard Inc.
• Şahin, E., & Yağbasan, R. (2012a). Determining which introductory physics topics pre-service physics teachers have difficulty understanding and what accounts for these difficulties. European Journal of Physics, 33(2), 315-325.
• Şahin, E. & Yağbasan, R. (2012b). Fizik eğitiminde yaratıcı drama ve örnek bir ders planı: gel-git olayı [creatıve drama in physics education and a sample lesson plan: the event of tide]. Buca Faculty of Education Journal, 34, 79-98.
• Şeker, H., & Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme [Scale development in psychology and education]. Ankara: Nobel Akademik Yayıncılık.
• Şimşek, P. Ö., & Karataş, F. Z. (2020). The Effect of Creative Drama on Success in Science Education: A Meta-Analysis Study. Creative Drama Journal, 15(1), 63-84. doi:10.21612/yader.2020.004
• Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. doi:10.1007/s11165-016-9602-2
• Taşkın, T., & Moğol, S. (2016). Yaratıcı drama yönteminin öğretmen adaylarının mekaniğe yönelik tutumuna etkisi [The effect of creative drama method on pre-service teachers’ attitude towards mechanics]. Journal of Kırsehir Education Faculty, 17(3), 17-37.
• Timothy, J., & Apata, F. S. (2014). Effects of creative drama-based ınstruction on basic science achievement and scientific attitudes in Lagos State. ATBU Journal of Science, Technology and Education, 2(2), 59-65.
• Toksun, S. E. (2019). Turkish teachers' opinions about the use of drama method. International Journal of Progressive Education, 15(3), 144-155. doi:10.29329/ijpe.2019.193.10
• Toraman, Ç., & Ulubey, Ö. (2016). The effect of creative drama method on the attitude towards course: a meta-analysis study. Journal of Educational Sciences Research, 6(1), 87-115. doi:10.12973/jesr.2016.61.5
• Turgut, U., Colak, A., & Salar, R. (2016). The effect of 7e model on conceptual success of students in the unit of electromagnetism. European Journal of Physics Education, 7(3), 1-37.
• Ural, G., & Bümen, N. (2016). A meta-analysis on instructional applications of constructivism in science and technology teaching: A sample of Turkey. Education and Science, 41(185), 51-82.
• Ünlü, Z. K., & Dökme, İ. (2020). The effect of technology-supported inquiry-based learning in science education: action research. Journal of Education in Science Environment and Health, 6(2), 120-133. doi:10.21891/jeseh.632375
• Warliani, R., Muslim, M., & Setiawan, W. (2017). Implementation of 7E learning cycle model using technology based constructivist teaching (TBCT) approach to improve students’ understanding achievment in mechanical wave material, AIP Conference Proceedings, 2017 (pp. 1-5). AIP Publishing. doi:10.1063/1.4983961
• Weil-Barais, A. (2001). Constructivist approaches and the teaching of science. Prospects, 31(2), 187-196. Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interest in physics?. Physics Education, 38(4), 324-329.
• Yerdelen-Damar, S., & Eryılmaz, A. (2021). Promoting conceptual understanding with explicit epistemic ıntervention in metacognitive instruction: ınteraction between the treatment and epistemic cognition. Research in Science Education, 51, 547-575. doi:10.1007/s11165-018-9807-7
• Zimba, J. F., & Simpemba, P. (2019). The integration of creative drama into the teaching of radioactivity: a case study of mwashi secondary school in kabwe district. International Journal of Advanced Research and Publications. 3(9), 110-117.