İnsan hakları, yurttaşlık ve demokrasi yaratıcı drama programının etkililiği ve öğrenci tutumuna etkisi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, İnsan Hakları, Yurttaşlık ve Demokrasi dersinin kazanımlarının yaratıcı drama yöntemiyle işlenmesinin öğrenci başarısına ve tutumuna etkisini incelemektedir. Bu bağlamda yaratıcı drama yönteminin; öğrencilerin ders başarısı ve öğrencilerin derste geçen değerlere yönelik tutumları üzerinde anlamlı bir etkisine bakılmakla beraber öğrencilerin görüşleri ortaya konulmuştur. Araştırmada deneysel desenlerden kontrol gruplu ön test-son test deseni (2X2lik model) kullanılmıştır. Deney grubuna yaratıcı drama yöntemiyle İnsan Hakları, Yurttaşlık ve Demokrasi dersinin ilk iki ünitesinin öğretimi yapılmıştır. Araştırmanın çalışma grubunu 14 kadın ve 17 erkek olmak üzere toplam 31 öğrenci oluşturmaktadır. Deney ve kontrol grubuna uygulama öncesi ve sonrasında İnsan Hakları Yurttaşlık ve Demokrasi Dersi Başarı Testi ve Sosyal Bilgiler ile İnsan Hakları Yurttaşlık ve Demokrasi Dersleri Ortak Değerler Tutum Ölçeği uygulanmıştır. Veriler SPSS programı ile analiz edilerek bulgular oluşturulmuştur. Deney grubuna her dersten sonra İnsan Hakları, yurttaşlık ve Demokrasi Dersi Yapılandırılmış Öğrenci Günlüğü uygulanmıştır. Deney grubunun başarı testi son test puanı ortalamasının 78,3529, kontrol grubunun son test puanlarının ortalamasının 71,8571 olarak hesaplanmış; puanlar arasında anlamlı bir farklılık olduğu ve bu farkın yaratıcı drama yönteminin uygulandığı deney grubu lehine olduğu saptanmıştır. (t= 1,285; p=0,01). Deney ve kontrol grubu tutum puanları ön test ve son test puanları arasında anlamlı bir farklılık bulunmamıştır. Deney grubu ön test toplam puanı 134,17, son test toplam puanı 133,23; kontrol grubu ön test toplam puanı 138,78, son test toplam puanı 136,92 şeklindedir. İçerik analizi ile incelenen yapılandırılmış öğrenci günlüklerine verilen cevaplar incelenerek 7 tema ve alt kategoriler oluşturulmuştur. Verilen cevaplarda deney grubundaki öğrencilerin atölyeler süresince keyif aldığı, yaratıcı drama yöntemini, rol oynama ve doğaçlama tekniklerini sevdikleri ve yeni bilgiler öğrendikleri görülmüştür. Araştırmanın bulguları ilgili literatür ışığında tartışılmış ve öneriler sunulmuştur.
This study examines the impact of using the creative drama method to teach the curriculum of Human Rights, Citizenship, and Democracy on student achievement and attitudes. In this context, the effects of the creative drama method on students' course success and their attitudes towards the values discussed in the course have been explored, alongside presenting students' opinions. The research employed a control group pretest-posttest design (2x2 model). The first two units of the Human Rights, Citizenship, and Democracy course were taught to the experimental group using the creative drama method. The study group of the research consisted of a total of 31 students, 14 females and 17 males. Both the experimental and control groups were administered the Human Rights, Citizenship, and Democracy Course Achievement Test and the Common Values Attitude Scale for Social Studies and Human Rights, Citizenship, and Democracy Courses before and after the application. Data were analyzed using the SPSS program, and findings were generated. A Structured Student Journal for the Human Rights, Citizenship, and Democracy course was applied to the experimental group after each lesson. The average post-test score of the experimental group was calculated as 78.3529, while the control group's average was 71.8571; a significant difference was found favoring the experimental group which used the creative drama method (t=1.285; p=0.01). No significant difference was found between the pre-test and post-test attitude scores of the experimental and control groups. The experimental group's pre-test total score was 134.17, and their post-test total score was 133.23; the control group's pre-test total score was 138.78, and their post-test total score was 136.92. Content analysis of the structured student journals revealed 7 themes and subcategories based on the responses given. Responses indicated that students in the experimental group enjoyed the workshops, liked the creative drama method, role-playing, and improvisation techniques, and learned new information. The findings of the research have been discussed in light of the relevant literature, and suggestions have been presented.
This study examines the impact of using the creative drama method to teach the curriculum of Human Rights, Citizenship, and Democracy on student achievement and attitudes. In this context, the effects of the creative drama method on students' course success and their attitudes towards the values discussed in the course have been explored, alongside presenting students' opinions. The research employed a control group pretest-posttest design (2x2 model). The first two units of the Human Rights, Citizenship, and Democracy course were taught to the experimental group using the creative drama method. The study group of the research consisted of a total of 31 students, 14 females and 17 males. Both the experimental and control groups were administered the Human Rights, Citizenship, and Democracy Course Achievement Test and the Common Values Attitude Scale for Social Studies and Human Rights, Citizenship, and Democracy Courses before and after the application. Data were analyzed using the SPSS program, and findings were generated. A Structured Student Journal for the Human Rights, Citizenship, and Democracy course was applied to the experimental group after each lesson. The average post-test score of the experimental group was calculated as 78.3529, while the control group's average was 71.8571; a significant difference was found favoring the experimental group which used the creative drama method (t=1.285; p=0.01). No significant difference was found between the pre-test and post-test attitude scores of the experimental and control groups. The experimental group's pre-test total score was 134.17, and their post-test total score was 133.23; the control group's pre-test total score was 138.78, and their post-test total score was 136.92. Content analysis of the structured student journals revealed 7 themes and subcategories based on the responses given. Responses indicated that students in the experimental group enjoyed the workshops, liked the creative drama method, role-playing, and improvisation techniques, and learned new information. The findings of the research have been discussed in light of the relevant literature, and suggestions have been presented.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Programları ve Öğretimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
