Atıf Sayısı
5
Görüntüleme
99
İndirme
47
Dil, duygu, düşünce, inanış, yaşayış ve isteklerin yazılı ve sözlü olarak ifade edilmesidir. Dil aynı zamanda geçmişten günümüze ve geleceğe kültürü aktaran en önemli araçtır. Atasözleri değerlerimizin ve millî kültürümüzün yeni nesillere aktarılmasında ve Türk dilinin inceliklerinin öğretilmesinde önemli bir yere sahiptir. Bu çalışmanın amacı ilkokul 4. sınıf öğrencilerinin söz varlığını geliştirmede hikâye temelli yaratıcı drama yönteminin etkisini ortaya koymaktır. Araştırma ön test-son test kontrol gruplu deneysel model olarak planlanmıştır. Araştırmada nicel ve nitel tekniklerin birlikte kullanılmasına imkân sağlayan karma yöntem kullanılmıştır. Çalışma Kırşehir ilindeki bir ilkokulda bir deney ve bir kontrol grubu olarak belirlenmiş iki 4. Sınıf şubesindeki öğrenciler ile gerçekleştirilmiştir. Uygulama sürecinde; atasözlerinin belirlenmesi, atasözleri ile ilgili anlama testlerinin hazırlanması ve uygulanması, atasözleri ile ilgili hikâyelerin oluşturulması, oluşturulan hikâyelerin drama yoluyla canlandırmalarının yapılması ve son testlerin uygulanması süreci izlenmiştir. Araştırma sonucunda deney ve kontrol grubundaki öğrencilerin atasözlerini anlama puanları karşılaştırıldığında atasözlerini drama tekniği ile öğrenen deney grubu öğrencilerinin puanlarının kontrol grubu öğrencilerinden daha yüksek olduğu fakat bu farkın istatistiksel olarak anlamlı düzeyde olmadığı; deney grubu öğrencilerinin ön test ve son test puanlarının ise anlamlı düzeyde farklılaştığı belirlenmiştir. Temel eğitim düzeyinde atasözleri gibi dolaylı ve mecazî anlamlar içeren ve bu yaş grubu öğrencileri için anlaşılması, yerli yerinde kullanılması zor olan söyleyişlerin öğretilmesinde yaratıcı drama tekniğinin kullanılması önerilmektedir.
Language is the written and verbal expression of feelings, thoughts, beliefs, lives and desires. The language is also the most important tool that translates culture from the past to the present and to the future. His words play an important role in the translation of our values and our national culture to the new generations and in the teaching of the subtilities of the Turkish language. The aim of this study is to reveal the impact of the story-based creative drama method in the development of the word existence of primary school 4th grade students. The research is planned as a experimental model with the pre-test-final test control group. The research has used a karma method that allows the combination of quantitative and qualitative techniques. The study was identified as a experiment and a control group in a primary school in the province of Kırşehir. It was performed with students in the classroom. In the process of application; the process of determining the speeches, the preparation and implementation of the understanding tests related to the speeches, the creation of the stories related to the speeches, the reproduction of the created stories through the drama and the implementation of the final tests. The study found that when compared the scores of understanding of the students in the experiment and control group, the scores of the students in the experiment group that learned their scores with the drama technique were higher than the scores of the students in the control group but this difference was not statistically significant; the scores of the students in the experiment group were significantly different from the scores of the first and last test. In the basic education level, it is recommended that the creative drama technique is used in the teaching of speeches that are difficult to use at home, which contain indirect and mechanical meanings, and that this age group is understood for students.
Language is a written and oral expression of emotions, ideas, beliefs, lifestyle, and desires. Language is also the most important tool that transfers culture from the past to today and to the future. Proverbs are important for transferring our values and national culture to following generations as well as teaching the intricacies of the Turkish language. The purpose of this study is to identify the effects of story-based creative drama on developing the vocabulary of 4th grade students. The study was planned as a pre-test and post-test control group experimental model. The study adopted a mixed method to employ quantitative and qualitative techniques together. The study was conducted in an elementary school in Kırşehir on two 4th grade classes with one experiment and one control group. During application, selection of proverbs, generating and applying related meaning tests, generating related stories, animating these stories with drama, and post-test process were selected. When understanding the proverb scores of students in the experiment and control groups were compared, the experiment group that learned the proverbs with stories had higher scores than the control group. However, this difference was statistically insignificant and there were significant differences between pre-test and post-test scores of the experiment student group. In teaching indirect and metaphoric concepts such as proverbs in elementary education and helping students understand these concepts, using creative drama was recommended for teaching such difficult articulation with correct usage.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
