Matematik Kazanımlarının Öğretiminde Okul Öncesi Öğretmenlerinin Yaratıcı Drama Yöntemini Kullanma Durumlarının İncelenmesi
Küçük Resim Yok
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, matematik kazanımlarının öğretiminde okul öncesi öğretmenlerinin yaratıcı drama yöntemini kullanma durumlarını incelemektir. Betimsel nitelik taşıyan bu araştırmada nitel araştırma metodolojisi kullanılmıştır. Araştırma, 2015-2016 eğitim öğretim yılı bahar yarıyılında Niğde il merkezindeki MEB'e bağlı devlet okullarında görev yapan 60 okul öncesi öğretmenleriyle yürütülmüştür. Araştırmanın verileri araştırmanın amacına uygun bir şekilde hazırlanmış 8 açık uçlu yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Elde edilen veriler MAXQUDA 12 nitel veri analiz programı kullanılarak içerik analizi yaklaşımına göre analiz edilmiştir. İçerik analiziyle oluşturulan kodlar bulgular bölümünde frekans ve yüzde değerleri ile birlikte tablolar halinde sunulmuştur. Araştırmanın veri tabanından elde edilen bulgulardan hareketle, matematik kazanımlarının öğretiminde okul öncesi öğretmenlerinin yaratıcı drama yöntemini sıklıkla kullandıkları, yaratıcı drama yönteminin öğrencilerin öğrenmesine sağlayacağı katkılar konusunda bilinç durumlarının yüksek olduğu fakat uygulamada bazı eksiklerinin olduğu sonucuna varılmıştır. Ayrıca katılımcıların yaratıcı drama yöntemine ilişkin kuramsal bilgiden ziyade matematik kazanımlarının öğretimine yönelik uygulamalı hizmet içi eğitim almak istedikleri ortaya çıkmıştır. Çalışmanın sonuçlarına dayalı olarak bazı önerilerde bulunulmuştur
Pre-school education (Hamre and Pianta, 2001), which is the basis of human life, covers the years from the birth of the child until the beginning of basic education. In this regard, pre-school education is important for children to acquire certain behaviors (Dalbudak and Akyol Köksal, 2008). In the pre-school period, children's early experiences with mathematics usually result from the objects in their surroundings and the experiences they create with the people. Teachers should try to choose methods and techniques that enable their students to be effective in the learning-teaching environment, not themselves. In the scope of constuctivist approach One of the ways to create appropriate learning environment in which the learning process can be effective and provide students with more activeness is creative drama (Aykaç and Ulubey, 2008). According to Aktas Arnas (2008), in pre-school education, teachers can use drama in teaching mathematical skills such as numbers, shapes, and measuring and teaching concepts. During drama activities, children contribute to the development of their perceptive skills because they use their senses effectively. Creative drama includes activities for sight, hearing, smelling, tasting, touch senses. In this process, children are better aware of the processes of their bodies and the various organs in their bodies (Ömeroğlu and Others, 2003). According to Aktas Arnas (2008), in pre-school education, teachers can use drama in teaching mathematical skills such as numbers, shapes, and measuring and teaching concepts. Although literature suggests that creative drama has positive effects on students 'mathematical achievement and that drama activities should be included in the pre-school curriculum, no research has been done on pre-school teachers' use of creative drama. Therefore, in this study, it is aimed to examine the situations of using pre-school teachers' creative drama in the teaching of student gains in mathematics. Qualitative research methodology was used to take into account the pre-school teachers' thoughts on the use of creative drama in teaching student gains of mathematics (Çepni, 2012; Yıldırım ve Şimşek, 2016). The research was carried out by pre-school teachers working in state schools affiliated to MEB in the Niğde province center in the spring semester of 2015-2016 academic year. An interview form consisting of 8 open-ended questions prepared in the direction of the purpose of working as a data collection tool in the research was used. In the analysis of the data obtained through the interview in the study, content analysis was made from the qualitative analysis methods and "coding of the data" was used in the data analysis techniques. 98% of the pre-school teachers reported using a drama method in their teaching of student gains in mathematics. They expressed that pre-school teachers use creative drama method in teaching of student gains in mathematics because they make fun, make students concrete and facilitate the concept. Also, while pre-school teachers is using creative drama in teaching of student gains in mathematics, 80% used games, 56.6% used acting, 51.6% used role-play, 48% oused improvisation and 28% of them used dramatization. 48.3% of the pre-school teachers stated that the physical structure of the class was not suitable and 48.3% of the pre-school teachers had problems such as the crowd of the classes. 60% percentage of pre-school teachers have self effıancy on using creative drama method in the teaching of student gains in the mathematics, yet the others (40%) dont have. 98.4% of pre-school teachers stated that they wanted to receive in-service training. When the proposal for the use of creative drama method of pre-school teachers is examined, 48.3% of them said that they should organize in-service training courses, 40% of them said there should be corrections about the lack of equipment, 35% of them said physical environment should be improved and 15% suggested the lower the size of the clasess. When we look at the findings of the study in general, it has come to the conclusion that preschool teachers are using the creative drama more or less in the teaching in teaching of student gains in mathematics of almost all. It has also emerged that pre-school teachers use creative drama because they make the lessons fun and make the math concepts concrete. It has been determined that the physical structure of the classes is not suitable and that the classroom is crowded, making it difficult to practice the drama. It is also evident that nearly the half of the participating teachers felt they were inadequate to use the creative drama in the teaching of in teaching of student gains in mathematics and therefore they wanted to take practical in-service training courses.
Pre-school education (Hamre and Pianta, 2001), which is the basis of human life, covers the years from the birth of the child until the beginning of basic education. In this regard, pre-school education is important for children to acquire certain behaviors (Dalbudak and Akyol Köksal, 2008). In the pre-school period, children's early experiences with mathematics usually result from the objects in their surroundings and the experiences they create with the people. Teachers should try to choose methods and techniques that enable their students to be effective in the learning-teaching environment, not themselves. In the scope of constuctivist approach One of the ways to create appropriate learning environment in which the learning process can be effective and provide students with more activeness is creative drama (Aykaç and Ulubey, 2008). According to Aktas Arnas (2008), in pre-school education, teachers can use drama in teaching mathematical skills such as numbers, shapes, and measuring and teaching concepts. During drama activities, children contribute to the development of their perceptive skills because they use their senses effectively. Creative drama includes activities for sight, hearing, smelling, tasting, touch senses. In this process, children are better aware of the processes of their bodies and the various organs in their bodies (Ömeroğlu and Others, 2003). According to Aktas Arnas (2008), in pre-school education, teachers can use drama in teaching mathematical skills such as numbers, shapes, and measuring and teaching concepts. Although literature suggests that creative drama has positive effects on students 'mathematical achievement and that drama activities should be included in the pre-school curriculum, no research has been done on pre-school teachers' use of creative drama. Therefore, in this study, it is aimed to examine the situations of using pre-school teachers' creative drama in the teaching of student gains in mathematics. Qualitative research methodology was used to take into account the pre-school teachers' thoughts on the use of creative drama in teaching student gains of mathematics (Çepni, 2012; Yıldırım ve Şimşek, 2016). The research was carried out by pre-school teachers working in state schools affiliated to MEB in the Niğde province center in the spring semester of 2015-2016 academic year. An interview form consisting of 8 open-ended questions prepared in the direction of the purpose of working as a data collection tool in the research was used. In the analysis of the data obtained through the interview in the study, content analysis was made from the qualitative analysis methods and "coding of the data" was used in the data analysis techniques. 98% of the pre-school teachers reported using a drama method in their teaching of student gains in mathematics. They expressed that pre-school teachers use creative drama method in teaching of student gains in mathematics because they make fun, make students concrete and facilitate the concept. Also, while pre-school teachers is using creative drama in teaching of student gains in mathematics, 80% used games, 56.6% used acting, 51.6% used role-play, 48% oused improvisation and 28% of them used dramatization. 48.3% of the pre-school teachers stated that the physical structure of the class was not suitable and 48.3% of the pre-school teachers had problems such as the crowd of the classes. 60% percentage of pre-school teachers have self effıancy on using creative drama method in the teaching of student gains in the mathematics, yet the others (40%) dont have. 98.4% of pre-school teachers stated that they wanted to receive in-service training. When the proposal for the use of creative drama method of pre-school teachers is examined, 48.3% of them said that they should organize in-service training courses, 40% of them said there should be corrections about the lack of equipment, 35% of them said physical environment should be improved and 15% suggested the lower the size of the clasess. When we look at the findings of the study in general, it has come to the conclusion that preschool teachers are using the creative drama more or less in the teaching in teaching of student gains in mathematics of almost all. It has also emerged that pre-school teachers use creative drama because they make the lessons fun and make the math concepts concrete. It has been determined that the physical structure of the classes is not suitable and that the classroom is crowded, making it difficult to practice the drama. It is also evident that nearly the half of the participating teachers felt they were inadequate to use the creative drama in the teaching of in teaching of student gains in mathematics and therefore they wanted to take practical in-service training courses.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
18
Sayı
3
