Özet:

The purpose of the research is to determine the views on the study of the scientific history-based dramas prepared by teachers of science and the use of them in the teaching process. The research quality is in the action research pattern; in the 2015-2016 academic year spring period, a state university in Istanbul was conducted with 51 science teachers candidates in the 3rd class. The research data was collected with scientific history-based dramas and open-end questions. The dramas were primarily analyzed in terms of class level, achievements, scientific concepts and the nature of the scientific knowledge. Then the dramas are evaluated with the rating key (rubric), and the results are presented in tables in the case of percentage calculations. Open end questions are evaluated by content analysis; the data is coded and the results are presented in tables with a percentage calculation. According to the findings from the research, it has been determined that the dramas prepared are usually in sufficient qualities, but the concepts in units and dramas are not mostly matched. It also appears that in the dramas almost all scientific knowledge is included in the nature dimensions and that the teaching candidates’ opinions about the use of the dramas in the teaching process are positive. Recommendations were made according to the results obtained.

Anahtar Kelimeler:

Özet:

This action research study aimed to analyse the drama sketches based on the history of science prepared by prospective science teachers and to identify the views on the use of drama sketches in the education process. The study was conducted during the spring semester of the 2015-2016 academic year. The participants were 51 prospective science teachers studying in the 3rd year of their undergraduate education in a state university in Istanbul. The data were collected through the drama sketches on the history of science and open-ended questions. The drama sketches were assessed according to the dimensions of primarily class level, learning outcomes, science concepts and nature of science. Subsequently, the drama sketches were assessed with a rubric. Results are presented in tables as percentage calculations. The analysis of the open-ended questions was conducted by content analysis and frequency analysis. Findings revealed that the drama sketches were of sufficient quality, but that the concepts in the units and the sketches mostly did not overlap. In addition, drama sketches were included in almost all nature of science dimensions. The opinions of the prospective teachers on the use of drama sketches in science teaching were positive. Suggestions have been made according to the results obtained.