Evaluating creative drama studies in virtual museums with teacher opinions

Umralieva, Laura; Tanirbergenov, Medeubek; Yeralin, Kuandyk; Bolysbaev, Dauletkhan; Makhabbat, Dzhakipbekova; Zhanar, Saimbetova

doi:10.18844/wjet.v13i4.6286

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…It can be said that creative drama practices support the development of both educators and students, offer different perspectives, emphasize individual talents, and, most importantly, provide a product or output. In the literature, it is noteworthy that there are many studies in different fields on students and adults at almost all levels (Erdeveciler & Balcı, 2017;Kaya & Antepli, 2018;Kılıç & Tuncel, 2009;Saçli-Uzunöz, & Demirhan, 2017;Umralieva, 2021). On the other hand, this study tried to address the perception of flow in creative drama activities from another perspective, perhaps as a contribution to the benefits of creative drama.…”

Section: Introductionmentioning

confidence: 99%

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

Baydar Arıcan,

Kaya

2024

HumanSciences

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Aim: The analysis of the flow experience of pre-service teachers in educational drama practices and the effect of the practices on the attitude towards creative drama lessons reveal the purpose of the study. It is of great importance for physical education teachers to use creative drama practices as an effective teaching method in physical education and sports lessons, both in terms of their personal development and professional development. Method: The study was designed with a pre-test-post-test control group experimental design, one of the true experimental designs, and one of the quantitative research methods. In addition to the demographic information form, the "Flow Experience Scale" and "Attitude Scale towards Creative Drama Lessons" were applied to the participants as measurement tools. The distribution of the participant's demographic information was analyzed by frequency analysis. T-test independent groups analyzed the participants' pre-test and post-test scale scores, and the change in the pre-test and post-test scores of the scales according to demographic information was analyzed by t-test in independent groups and one-way analysis of variance. A regression model was tested to determine the effect of reason on anxiety. Analyses were performed with SPSS 20.0 software at a 95% confidence level. Findings and Conclusions: As a result, there was no significant difference between the attitude scale scores towards flow experience and creative drama course of the students participating in the research according to their age, gender, income level, place of residence, and activity type, and between the pre-tests and post-tests of the scales. However, a significant difference was detected between the pre-test and post-test scores of the flow experience scale anxiety sub-dimension and the flow sub-dimension of the academic achievement variable. In addition, although there was no significant difference in terms of the variables mentioned, it was noted that the flow experience flow and anxiety subscale scores were low. In contrast, the attitude scores towards the creative drama course were high.

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Section: Introductionmentioning

confidence: 99%

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

Baydar Arıcan,

Kaya

2024

HumanSciences

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My museum: A study of pre-service social studies teachers’ experience in designing virtual museums

Kayaalp,

Namlı,

Meral

2024

Educ Inf Technol

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This study aims to reveal pre-service teachers’ experience in virtual museum design that they can use in social studies teaching, and their opinions on virtual museum applications. In line with this purpose, phenomenology design was used as one of the qualitative research approaches. Selected by the criterion sampling method, the study sample consisted of a total of 15 pre-service social studies teachers (9 female, 6 male) who were studying in year 4 at the Department of Social Studies Education of a State University in the 2021/22 academic year. During the 9-week virtual museum design process, virtual museums on “epidemics, women’s rights, population, environmental problems, climate, human rights, and migration” were designed through the Artsteps application. The study was executed in a dynamic manner in co-operation and interaction with pre-service teachers based on the principles of design, implementation and evaluation. A semi-structured interview form was used as a data collection tool to determine the opinions of pre-service teachers about virtual museums and the use of virtual museums in social studies teaching. The data was analysed by content analysis. The results revealed that the virtual museum design process positively affected the views of pre-service teachers and that virtual museums are very effective and applicable tools in social studies teaching. This study suggests that virtual museums be used in social studies courses since they offer rich content to achieve meaningful learning in social studies courses owing to easy accessibility, and that future studies focus on examining the effects of popularizing virtual museums designed with gamification and guided content.

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Yaratıcı Drama Yöntemi Bileşenlerine Yönelik Sınıf Öğretmeni Görüşleri

Yılmaz

Korkmaz

Kurt

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Yaratıcı dramanın temel bileşenleri lider, mekân, katılımcılar ve konu olarak ifade edilmektedir. Bu araştırmanın amacı, yaratıcı drama yöntemi temel bileşenlerinin sınıf öğretmenleri görüşlerine göre incelenmesi olarak belirlenmiştir. Nitel araştırma yaklaşımı çerçevesinde yürütülen bu araştırma olgubilim deseni ile tasarlanmıştır. On yedi sınıf öğretmeni araştırmanın çalışma grubunu oluşturmuştur. Araştırmada yarı yapılandırılmış görüşme formu ile yüz yüze görüşmeler gerçekleştirilmiştir. Görüşmeler sonrası elde edilen ham veriler betimleyici bakış açısına göre analiz edilmiştir. Sınıf öğretmenlerinin yaratıcı drama ile ilişkilendirdikleri kavramlar anlam içeriklerine göre; görsel sanatlar, yaşamı yansıtma ve kişisel gelişim olarak üç kategoride ortaya çıkmıştır. Sınıf öğretmenlerinin yaratıcı drama yöntemini kullanım amaçları; akademik gelişim, motivasyon sağlama ve sosyal ve psikolojik gelişim olmak üzere üç kategoride toplanmıştır. Öğretmenlerin yaratıcı drama yönteminin avantajlarına yönelik görüşleri; öğretim, iletişim ve sosyal etkileşim ve kişisel gelişim olmak üzere üç kategoride gruplanmıştır. Yaratıcı drama lideri olan sınıf öğretmenlerinin yaşadığı bazı güçlükler ve bu güçlükleri aşmak için çözüm önerileri otaya konmuştur. Genel olarak öğrencilerin yaratıcı drama çalışmaları içerisinde olmak istediği ve bu çalışmalarda keyif aldıkları yönünde öğretmen görüşlerine ulaşılmıştır. Araştırma sonuçlarına göre; müfredata yaratıcı drama dersi eklenmesi ve yaratıcı drama konusunda öğretmen yeterliliklerinin artırılması şeklinde bazı öneriler geliştirilmiştir.

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Evaluating creative drama studies in virtual museums with teacher opinions

Cited by 3 publications

References 22 publications

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

My museum: A study of pre-service social studies teachers’ experience in designing virtual museums

Yaratıcı Drama Yöntemi Bileşenlerine Yönelik Sınıf Öğretmeni Görüşleri

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