Drama Yönteminin Sınıf Öğretmeni Adaylarının Masal Yazma Becerilerine Etkisi
Küçük Resim Yok
Tarih
2019
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mehmet KURUDAYIOĞLU
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı sınıf öğretmeni adaylarının oluşturmacı yazma ve drama ile hikâye oluşturma yöntemi kullanılarak yazdıkları masalları değerlendirmektir. Araştırma nicel araştırma desenlerinden tek gruplu yarı deneysel desen olarak tasarlanmıştır. Çalışma grubu amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örneklem yöntemiyle belirlenmiş, bir devlet üniversitesinde öğrenim gören 68 sınıf öğretmeni adayından oluşmaktadır. Uygulama süreci 3 aşamada gerçekleştirilmiştir. Her aşamanın başlangıcında ısınma çalışmalarına yer verilip ilk aşamada masalın genel özellikleri ve eğitimdeki kullanım yerlerine değinilmiş, ikinci aşamada farklı yazarlar tarafından oluşturulmuş masallar örnek olarak incelenmiş, aynı masalın farklı bakış açılarıyla nasıl ele alındığı hakkında konuşulup katılımcı görüşleri alınarak oturum sonlandırılmıştır. Son aşamada drama çalışmaları ile masal çalışmaları birlikte ele alınmış ve sınıf öğretmeni adaylarından özgün masallar yazmaları istenmiştir. Araştırmanın verileri katılımcıların kendi yazdıkları masallardan oluşmaktadır. Veriler 9 kategoriden oluşan değerlendirme formu yardımıyla analiz edilmiştir. Sonuç olarak sınıf öğretmeni adaylarının masal hakkında teorik olarak bilgi sahibi olsalar da uygulama aşamasında yazdıkları masalların yeterli özgünlüğe ulaşamadığı görülmüştür.
The aim of this study is to examine the tales written by the primary school teacher candidates by using constructionist writing and drama and story building methods. The study was designed as a one-sample quasi-experimental design of quantitative research patterns. The study group was defined through convenience sampling of purposeful sampling methods and it comprises 68 primary teacher candidates studying in a state university. The application process was carried out in 3 stages. At the beginning of each stage, warm-ups took place. The general characteristics of the tale and the places of use in education were mentioned at the first stage. At the second stage, tales, set up by different authors, were examined as examples and discussions were held on how a same tale were handled from different perspectives and the session were finished by acquiring the views of the participants. At the last stage, the drama and the tale studies were examined together and the primary school teacher candidates were asked to write original tales. The data of the research consisted of tales of the participants. The data were analyzed with the evaluation form consisting of 9 categories. As a result, although the primary school teacher candidates had theoretical knowledge about tale, it was conferred that the tales they wrote during the application stage did not reach enough originality.
The aim of this study is to examine the tales written by the primary school teacher candidates by using constructionist writing and drama and story building methods. The study was designed as a one-sample quasi-experimental design of quantitative research patterns. The study group was defined through convenience sampling of purposeful sampling methods and it comprises 68 primary teacher candidates studying in a state university. The application process was carried out in 3 stages. At the beginning of each stage, warm-ups took place. The general characteristics of the tale and the places of use in education were mentioned at the first stage. At the second stage, tales, set up by different authors, were examined as examples and discussions were held on how a same tale were handled from different perspectives and the session were finished by acquiring the views of the participants. At the last stage, the drama and the tale studies were examined together and the primary school teacher candidates were asked to write original tales. The data of the research consisted of tales of the participants. The data were analyzed with the evaluation form consisting of 9 categories. As a result, although the primary school teacher candidates had theoretical knowledge about tale, it was conferred that the tales they wrote during the application stage did not reach enough originality.
Açıklama
Anahtar Kelimeler
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Ana Dili Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
7
Sayı
2
