Yaratıcı drama yönteminin kesirlerde toplama işlemi öğretimine yansımaları
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Date
2020
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Journal ISSN
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Publisher
Ondokuz Mayıs Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Çalışmada, alternatif öğretim yöntemlerinden yaratıcı drama yöntemi kullanılarak düzenlenen bir dersin, ortaokul 5. sınıf düzeyinde kesirlerde toplama işlemlerinin öğretiminde nasıl etkili olduğu incelenmiştir. Bu amaçla, 5. sınıf öğretim programında yer alan kesirler alt öğrenme alanı kazanımlarından, “Paydaları eşit olan kesirlerde toplama işlemi yapar” kazanımına yönelik yaratıcı drama yöntemi ile hazırlanan etkinliklerin olduğu bir uygulama yapılmıştır. Çalışma grubu, Samsun ilinde bulunan bir ortaokulun 5. sınıfında öğrenim gören 27 öğrenciden oluşmaktadır. Yaratıcı drama öğretim yöntemi gereği uygulama; ısınma, canlandırma ve değerlendirme aşamalarına ilişkin farklı etkinliklerle gerçekleştirilmiştir. Etkinliklerin uygulanma sürecinin tamamı video kaydına alınmıştır. Veri analizleri sırasında öncelikle grupların video kayıtları izlenmiş ve öğrenci ifadeleri transkript edilmiştir. Ardından öğrenci yanıtlarına ilişkin kağıtlar incelenmiştir. Toplanan veriler içerik analizi yöntemiyle incelenmiştir. Analizler sonrasında kesirlerde toplama işlemine yönelik öğrenci yanıtlarından; doğru yanıt verenler, doğru yanıt verip görsel olarak ifade edemeyenler ve yanlış yanıt verenler şeklinde üç kategoriye ulaşılmıştır. Matematik dersinde yapılan yaratıcı drama uygulaması etkinlikleri sonucunda, öğrencilerin çoğunluğunun matematik yönergelerine doğru yanıt verdikleri tespit edilmiştir. Elde edilen diğer bulgular ışığında, öğrencilerin yaratıcı drama yönteminin kesirlerde toplama işlemi konusunun öğretiminde etkili olduğu, öğrencilerin yeni öğrenmeler elde ettiği sonucuna ulaşılmıştır.
Introduction Current teaching approaches, use the teaching methods that develop students in affective and temporal areas instead of giving direct academic information, and support them to cope with the problems they face and make connections between the school and their daily lives (Karaosmanoğlu & Adıgüzel, 2017; San, 1990). By the way, class environments that support students to acquire different skills in order to be able to use the education they receive in their own lives are needed. Therefore, the course designs should include the instructional activities that provide the students with multi-faceted developments with the teaching methods and techniques that taking an active role under the guidance of their teachers. For the mathematical skills, which are tried to be gained by traditional teaching in boring classroom environments, course designs should be made which will enable many students to participate in the class. A learner-centered classroom environment should be created, which is structured in a more engaging way for the student, where students are actively involved, and mathematics teaching is made more enjoyable. Students should be enriched in the learning environments through which they encounter different daily life problems by preventing students from thinking that they have learned to use mathematics only in shopping. Creative drama, which is at the center of learning, provides a variety of educational environments that enable students to think creatively and critically and develop their skills in reading and mathematics through various playful processes (Hendy. & Toon, 2001). In terms of mathematics teaching, it is possible to talk about the benefits of creative drama: For example, creative drama can be asked to stimulate students' problem situations using improvisation and role playing techniques. In this way, students can help to make mathematical problems in their minds by making them meaningful. It increases students' interest in mathematics with dramatic situations involving problems or problems in their environment. In the classrooms that teach mathematics with a creative drama approach, the teacher has the role of a guide that enables students to develop their own mathematical thinking skills. One of the first abstract concepts that students learn in mathematics is the concept of fraction (Pesen, 2007). Studies have been showed (Hasemann, 1981; Behr, Wachsmuth, Post, 1985; Hart, 1993; Kamii and Clark, 1995; Newstead and Murray, 1998) students difficulties arise especially when fractions and fractions are not linking with concrete and understandable examples (Carraher & Schliemann, 1991; Hasemann, 1981; Keijzer & Terwel, 2003). In order to eliminate the difficulties in fraction teaching, lesson plans should be developed in order to relate fractional expressions. At this stage, creative drama method should be included as an effective method. For all reasons in this study, it was examined how a lesson prepared using creative drama method from the alternative teaching methods affects teaching addition of fraction in the 5th grade secondary education. Within the scope of the purpose, an implementation composed of activities prepared by means of creative drama method in terms of the acquisition of “makes an addition in the fractions with equal denominators” from the fractions sub-learning area of acquisitions in the 5th grade curriculum was carried out. Method The research is a case study kind of the qualitative design. We can describe the case study as an empirical process which examines an actual or experienced event in comparison with real life situations (Yin, 2008). In order to determine the effectiveness of the creative drama teaching method, a lesson plan was developed for “makes an addition in the fractions with equal denominators” acquisition. The effectiveness of this plan was addressed and examined as a case. Addressing a case study enabled to see many details in terms of revealing whether the educational activities prepared regarding the use of creative drama method has any effect on teaching fractions or not. The study group consists of 27 students studying in the 5th grade of a secondary school in the province of Samsun. The selection of the students was made randomly, and the students have not had any education regarding creative drama before.
Introduction Current teaching approaches, use the teaching methods that develop students in affective and temporal areas instead of giving direct academic information, and support them to cope with the problems they face and make connections between the school and their daily lives (Karaosmanoğlu & Adıgüzel, 2017; San, 1990). By the way, class environments that support students to acquire different skills in order to be able to use the education they receive in their own lives are needed. Therefore, the course designs should include the instructional activities that provide the students with multi-faceted developments with the teaching methods and techniques that taking an active role under the guidance of their teachers. For the mathematical skills, which are tried to be gained by traditional teaching in boring classroom environments, course designs should be made which will enable many students to participate in the class. A learner-centered classroom environment should be created, which is structured in a more engaging way for the student, where students are actively involved, and mathematics teaching is made more enjoyable. Students should be enriched in the learning environments through which they encounter different daily life problems by preventing students from thinking that they have learned to use mathematics only in shopping. Creative drama, which is at the center of learning, provides a variety of educational environments that enable students to think creatively and critically and develop their skills in reading and mathematics through various playful processes (Hendy. & Toon, 2001). In terms of mathematics teaching, it is possible to talk about the benefits of creative drama: For example, creative drama can be asked to stimulate students' problem situations using improvisation and role playing techniques. In this way, students can help to make mathematical problems in their minds by making them meaningful. It increases students' interest in mathematics with dramatic situations involving problems or problems in their environment. In the classrooms that teach mathematics with a creative drama approach, the teacher has the role of a guide that enables students to develop their own mathematical thinking skills. One of the first abstract concepts that students learn in mathematics is the concept of fraction (Pesen, 2007). Studies have been showed (Hasemann, 1981; Behr, Wachsmuth, Post, 1985; Hart, 1993; Kamii and Clark, 1995; Newstead and Murray, 1998) students difficulties arise especially when fractions and fractions are not linking with concrete and understandable examples (Carraher & Schliemann, 1991; Hasemann, 1981; Keijzer & Terwel, 2003). In order to eliminate the difficulties in fraction teaching, lesson plans should be developed in order to relate fractional expressions. At this stage, creative drama method should be included as an effective method. For all reasons in this study, it was examined how a lesson prepared using creative drama method from the alternative teaching methods affects teaching addition of fraction in the 5th grade secondary education. Within the scope of the purpose, an implementation composed of activities prepared by means of creative drama method in terms of the acquisition of “makes an addition in the fractions with equal denominators” from the fractions sub-learning area of acquisitions in the 5th grade curriculum was carried out. Method The research is a case study kind of the qualitative design. We can describe the case study as an empirical process which examines an actual or experienced event in comparison with real life situations (Yin, 2008). In order to determine the effectiveness of the creative drama teaching method, a lesson plan was developed for “makes an addition in the fractions with equal denominators” acquisition. The effectiveness of this plan was addressed and examined as a case. Addressing a case study enabled to see many details in terms of revealing whether the educational activities prepared regarding the use of creative drama method has any effect on teaching fractions or not. The study group consists of 27 students studying in the 5th grade of a secondary school in the province of Samsun. The selection of the students was made randomly, and the students have not had any education regarding creative drama before.
Description
*Türker Biber, Belma ( Aksaray, Yazar )
Keywords
Yaratıcı Drama, Kesirler, Kesirlerde Toplama, Matematik Eğitimi
Journal or Series
Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi (Ondokuz Mayis University Education of Journal)
WoS Q Value
Scopus Q Value
Volume
39
Issue
1
