7.Sınıf Öğrencilerine Bilim Tarihinin Drama Yöntemi İle Öğretiminin Başarıya, Öğrenme Kalıcılığına Ve Tutuma Etkisi

Abstract

This research, in our research the history of science; It was processed using the drama method, which is one of the most effective ways of learning by doing and experiencing, in which the student actively participates in the process. In our research, the hypothesis 'Teaching the history of science with the drama method increases the permanence of learning' was discussed. A nested mixed method was used to develop our hypothesis. While a non-random experimental design with a post-test control group was used in the quantitative part of your research, diaries were used in the qualitative dimension. The experimental group was taught the history of science through drama, and the control group was taught the history of science through lecture. Throughout the process, students in the experimental group engaged in activities such as researching the history of science, writing drama scripts, taking roles, and keeping a diary. After learning with drama, an achievement test and an attitude scale were applied to both groups. To test permanence, the achievement test was applied to both groups again three weeks after the application. As a result, it was concluded that there was a statistically significant difference between the achievement tests of the experimental and control groups, the difference between the post-test and permanence test scores of the experimental group was small and the significance was low, and drama was an effective method in permanent learning. It was found that there was a highly significant difference between the posttest and retention test scores of the control group. This led us to conclude that the classical expression method has a low effect on permanence. At the same time, teaching with drama; It has been observed that it increases students' success, interest and curiosity in the course, and changes their attitudes towards the history of science.
Keywords: Drama, History of Science, Permanent Learning