Abstract:

The aim of this study is to study the impact of formal drama practices conducted by the Problem-Based Learning (PbDÖ) approach on students’ empathic skills levels. In the framework of the research that used the semi-experimental model of the Öntest - estest control group, two groups of 24 students continued to the third class of primary school in Istanbul were studied. As a data collection tool, the "Empaty Measurement for Children" was used. While the formal drama-applicated PbDÖ approach was applied in the experimental group, no experimental application was made in the control group. The work plan of the experimental group was prepared by the researchers and implemented in the experimental group class for three weeks. In the analysis of the obtained data, Shapiro-Wilk normality test, dependency groups t-test and independent groups t-test were used. According to the findings of the study; the experimental group in which the PbDÖ approach was applied, the level of empathy skills developed compared to the control group of students, the formal drama applied PbDÖ approach was understood to be effective in developing the level of empathy skills of primary school students.

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