Fen Bilgisi derslerine drama entegre edilmesinin öğrencilerin fen başarılarına etkisi
Küçük Resim Yok
Tarih
2005
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info:eu-repo/semantics/closedAccess
Özet
Bu çalışmada, drama yönteminin fen öğretimine entegrasyonunun öğrencilerin fen başarılarına etkisi araştırılmıştır. Araştırmada bir İlköğretim okulunda iki sınıf deney ve kontrol grubu olarak kullanılmıştır. 6. sınıfın “Canlıların İç Yapısına Yolculuk” ve “Vücudumda Neler Var? Çevremizi Nasıl Algılıyoruz?” ünitelerinde uygulama yapılmıştır. Deney grubunda üniteler içerisindeki bazı konuların öğretiminde drama yöntemi uygulanmış, diğer konular Fen Bilgisi kitabında belirtilen deneyler yoluyla işlenmiştir. Kontrol grubunda ise, tüm konular sadece Fen Bilgisi kitabında belirtilen deneyler yoluyla işlenmiştir. Öğrencilerin ünitelerdeki başarılarını ölçmek amacıyla, araştırmacılar tarafından geliştirilen çoktan seçmeli 30 sorudan oluşan bir test öntest ve sontest olarak uygulanmıştır. Sonuçlar deney ve kontrol grubundaki öğrencilerin ortalamalarının öntestten son-teste istatistiksel anlamlı farkla arttığını göstermiştir. Deney grubunun ortalamalarındaki artış daha fazladır. Cinsiyetin her iki grupta fen başarısına istatistiksel anlamlı etkisi olmadığı bulunmuştur.
The effect of drama integration into elementary science instruction on the students’ success was searched in this study. For this purpose, two 6th grade classes in an elementary school were assigned as control and experimental group. In the experimental group, the main method of instruction is learning by doing, but drama activities were integrated into science instruction. On the other hand, the only method of instruction in the control group was learning by doing and science instruction mainly based on the experiments in the textbook. A multiple-choice test, which was developed by the researchers, was used to measure students’ success in the science units. The instrument was applied as pre- and post-test. The results revealed that both control and experimental groups developed significantly from pre-test to post-test, but the experimental group developed more in comparison to the control group. Gender was not found to have a significant effect on the students’ success in both groups.
The effect of drama integration into elementary science instruction on the students’ success was searched in this study. For this purpose, two 6th grade classes in an elementary school were assigned as control and experimental group. In the experimental group, the main method of instruction is learning by doing, but drama activities were integrated into science instruction. On the other hand, the only method of instruction in the control group was learning by doing and science instruction mainly based on the experiments in the textbook. A multiple-choice test, which was developed by the researchers, was used to measure students’ success in the science units. The instrument was applied as pre- and post-test. The results revealed that both control and experimental groups developed significantly from pre-test to post-test, but the experimental group developed more in comparison to the control group. Gender was not found to have a significant effect on the students’ success in both groups.
Açıklama
Anahtar Kelimeler
Kaynak
Eurasian Journal of Educational Research
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Cilt
0
Sayı
20
