Abstract:

This research aims to identify the impact of creative writing and creative drama approach on the creative writing skills and helpful attitudes of primary school fourth grade students. The study group consisted of a total of 108 students, including 38 people in the first experiment, 32 people in the second experiment and 38 people in the control group. The first experimental group applied the students to the creative writing approach and the second experimental group to the creative drama approach, with the writing and activity-based curriculum plans, and the helpful value-based education studies. The control group students continued their writing work according to the current Turkish Teaching Program. The study used a semi-experimental model of the pre-test - estest control group. The data collection tool has been used as the "Creative Writing Products Assessment Scale" and the "Assisting Attitude Scale". The research resulted in a significant difference between the creative writing approach, the creative drama approach and the creative writing skills of the students under the Turkish Teaching Program. This difference is between the creative writing approach and the Turkish Teaching Program in writing studies. According to the creative writing approach, the creative drama approach and the Turkish Teaching Program, there was no significant difference between the criteria of the criteria of the criteria of the criteria of the criteria of the criteria of the criteria. According to the creative writing approach, there is a significant difference between the creative writing skills of the students under the writing studies, and the creative drama approach and the Turkish Teaching Program, there is no significant difference between the creative writing skills of the students under the writing studies. There is no meaningful difference between the scale of attitude of utility - estest points.

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