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Bu araştırmanın amacı, Probleme Dayalı Öğrenme (PbDÖ) yaklaşımıyla yürütülen formal drama uygulamalarının öğrencilerin empati beceri düzeyleri üzerine etkisini incelemektir. Öntest – sontest kontrol gruplu yarı deneysel modelin kullanıldığı araştırma kapsamında İstanbul ilinde ilkokul üçüncü sınıfa devam eden 24’er öğrenciden oluşan iki grup üzerinde çalışılmıştır. Veri toplama aracı olarak “Çocuklar İçin Empati Ölçeği (ÇİEÖ)” kullanılmıştır. Deney grubunda formal drama uygulamalı PbDÖ yaklaşımı uygulanırken, kontrol grubunda herhangi bir deneysel uygulama yapılmamıştır. Deney grubunun çalışma planı araştırmacılar tarafından hazırlanmış ve üç hafta boyunca deney grubu sınıfında uygulanmıştır. Elde edilen verilerin analizinde Shapiro-Wilk normallik testi, bağımlı gruplar t-testi ve bağımsız gruplar t-testi kullanılmıştır. Araştırmanın bulgularına göre; PbDÖ yaklaşımının uygulandığı deney grubu öğrencilerinin kontrol grubuna kıyasla empati beceri düzeylerinin geliştiği, formal drama uygulamalı PbDÖ yaklaşımının ilkokul öğrencilerinin empati beceri düzeylerini geliştirmede etkili olduğu anlaşılmıştır.
The purpose of this study is to investigate the effects of Problem-Based Learning (PBL) used with drama applications in which the problem state was evoked on primary school pupils' empathy skill levels. Pretest-posttest control-group design was used through the research which was applied on two groups each consisting of 24 3rd degrees in Istanbul. Data collection was conducted with "Scale of Empathy for Children". PBL process used with drama applications in which the problem state was evoked was conducted on experimental group and none on control group. Two of researchers prepared study plan for experimental group and, this plan was applied for three weeks. Shapiro-Wilk normality test, independent-sample t-test and paired-sample t-test were used for data analysis. Findings of the research show that the empathy skill levels of the pupils in the experimental group were significantly higher than of the control group and that PBL used with drama applications was effective on increasing primary school pupils' empathy skill levels.
The purpose of this study is to investigate the effects of Problem-Based Learning (PBL) utilized with drama applications in which the problem state was evoked on primary school pupils’ empathy skill levels. Pretest-posttest control-group design was utilized through the research which was applied on two groups each consisting of 24 3rd graders in Istanbul. Data collection was conducted with “Scale of Empathy for Children”. PBL process utilized with drama applications in which the problem state was evoked was conducted on experimental group and none on control group. Two of researchers prepared study plan for experimental group and, this plan was applied for three weeks. Shapiro-Wilk normality test, independent-samples t-test and paired-samples t-test were used for data analysis. Findings of the research show that empathy skill levels of the pupils in experimental group were significantly higher than of control group and that PBL utilized with drama applications was effective on increasing primary school pupils’ empathy skill levels.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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