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    THE EFFECT OF DRAMA EDUCATION ON PROSPECTIVE TEACHERS' CREATIVITY
    (Eskisehir Osmangazi Univ, Fac Education, 2008) Ozdemir, Soner Mehmet; Cakmak, Aygen
    A number of studies of the effects of drama on individuals' cognitive and affective characteristics have been carried out recently. These studies revealed that drama had positive impact on students' development of communication skills, socialization levels, development of emotional intelligence, social skills, empathic skills and empathic tendencies regardless of the grade levels of the students. In the present study, the effect of drama education on creativity of prospective classroom teachers was examined. As the method of this study, experimental design, which is based on pre-test and post-test, was used. In the research the study group consisted of 78 the 4th grade students (50 females and 28 males) who attended the Primary School Teacher Education Program at Elementary Education Department of Faculty of Education, Kirikkale University in fall semester of 20062007 academic year. The data in this study was gathered through Torrance Test of Creative Thinking-Figural Form A. TTCT-Figural, Form A was applied on the participants before and after Drama Course, and their pre-test and post-test scores were compared accordingly. Results of the study showed that at the end of the Drama Course, the scores of creativity test the students took increased to some extent in all of the dimensions of creativity test, which are fluency, originality, elaboration, resistance to premature closure and abstractness of titles. It was also found out that participants' pre-test and post-test creativity scores did not make a significant difference according to gender variable. Recommendations of the study include that drama should be an essential part of all teacher education programs, and more research should be performed focusing on the effects of drama on students' various intellectual skills and attitudes.
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    Turkish adaptation of the Ideal Grandparent Scale
    (Wiley, 2022) Cakmak, Aygen; Sakarya, Seda; Sahin, Hande
    Purpose This study tests the validity and reliability of the Ideal Grandparent Scale (IGS; Mansson, 2015) on university students. Design and Methods The Turkish version of the IGS was administered to 247 students at a university in Turkey to determine its validity and reliability. The students' mean age was 21.19 years (standard deviation = 1.69), with a range of 18-25 years. Findings The results showed a single factored construct with factor loads ranging from 0.748 to 0.917 and explaining 71.67% of the variance. The Cronbach's alpha coefficient of 0.96 indicated that the internal consistency of the scale items was high. Practical Implications The Turkish version of the IGS is valid and reliable for use in potential studies to be conducted in Turkey.
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    University students' awareness profile on environmental sensitivity and global climate change
    (Springer, 2023) Sakarya, Seda; Guney, Mehmet; Akinci Demirbas, Ezgi; Cakmak, Aygen
    Environmental sensitivity is defined as a person's willingness to engage in positive behavior concerning environmental issues. We need to sensitize and educate people to make them environmentally sensitive. Humans both affect and are affected by nature because they consume natural resources as if they were limitless. This interaction causes numerous environmental issues. The concept of climate change has risen to the top of the global agenda. This is especially true with the increase in greenhouse gases accumulating in the atmosphere. We need to help people develop habits early to make them eco-friendly individuals. In this context, we need to turn undergraduates into eco-friendly people because they are responsible for supporting children's development. We must associate environmental awareness with global climate change and offer related recommendations. The sample consisted of 414 undergraduates from the child development departments of health sciences faculties of public universities in Turkiye. Data were collected using a personal information form developed by the researchers, the University Students' Environmental Awareness Scale (USEAS) developed by Akbas and Kirimli (Kastamonu Educ J 27(3):1245-1256, 2019. https://doi.org/10.24106/kefdergi.2973), and the Awareness Scale of University Students about Global Climate Change (ASUSGCC) developed by Deniz et al. (Int J Geogr Geogr Educ 43:252-264, 2021. https://doi.org/10.32003/igge.818561). The data were analyzed using one-way analysis of variance, Pearson's correlation test, and discriminant analysis. The results showed that participants from Central Anatolia had a significantly higher mean USEAS score than those from Southeast. There was a weak correlation between USEAS and ASUSGCC scores. The results also showed that participants' environmental and global climate change awareness explained 75% of the total variance of their recycling preferences.