Yaratıcı Dramanın Fen Öğretimine Karşı Özyeterlik Tutum ve Kavramsal Anlama Becerilerine Etkisi
Özet
The aim of this study is to examine the effect of creative drama beliefs applications
on preservice science teachers’ attitude and self efficacy toward science teaching
and conceptual understanding skills.This study was conducted with 23 third and
fourth grade preservice teachers from Hacettepe University Science Education
Department in 2017-2018 teaching year summer term. Research application
process which was prepared by the researcher consists of seven stage and lasted
three weeks. Study is a case study and convergent parallel design which is one of
the mixed design types and quantitative and qualitative data were analyzed at the
same time. Quantitative part of the study is pre-test post-test one group design.
Self Efficacy towards Science Teaching Scale which was prepared by Riggs and
Enochs (1990) and adapted to Turkish Bıkmaz (2002), “Attitude Scale toward
Science Teaching” which was prepared by Thomson and Shrigley (1986) and
adapted to Turkish by Tekkaya, Çakıroğlu and Özkan (2002) and “Concept
Development Test in Science Teaching” which consists of 34 questions were
prepared by the reseacher were used as quantitative measurement tools. Semi structured interview form which was consisted of five open-ended questions and
was prepared by the researcher was applied to preservice teachers at the
beginning and end of the process in the qualitative part. Interview data was
analyzed by the descriptive and content analyses. Creative drama applications
made a statistical positive effect of conceptual understanding and self efficacy
toward science teaching variables but does not make a meaningful statistical
effect on attitude toward science teaching variable.
