Which ıs more valuable ın constructing cognitive structures - teaching science through creative-drama activities or student centred ınquiry-based teaching?
Research Article
DOI:
https://doi.org/10.36681/15Keywords:
Creative drama, cognitive structure, inquiry-based science teaching, word association testAbstract
This research aimed to compare the effect of teaching science through-creative-drama activities and student-centred inquiry-based teaching on the cognitive structures of primary school pupils about the classification of living things. It was designed as an exploratory action research case study and the contribution of both interventions on the cognitive structures was explored. The study was conducted on two fifth grade classes at a public middle school in Turkey during the fall semester of the 2017 year. The experimental group was taught science through-creative-drama activities that were integrated into the unit. While in the control group, student-centred inquiry-based teaching was carried out. Data were collected by pre-post open-ended questionnaires and also word association tests for both groups. It has been revealed that teaching science through-creative-drama activities about the classification of living things topic made a significant contribution to the expansion of the schemas in the cognitive structures compared with student-centred inquiry-based teaching. However, it was difficult for the teacher researcher to control the schemas that pupils came up with, some of which promoted misconceptions.
Downloads
References
AAAS. (1990). Science for all Americans: A Project 2061 report on literacy goals in science, mathematics, and technology. Oxford University Press.
AAAS. (1993). Benchmarks for science literacy. Oxford University Press.
Abed, O. H. (2016). Drama-based science teaching and its effect on students’ understanding of scientific concepts and their attitudes towards science learning. International Education Studies, 9(10), 163-173. https://doi.org/10.5539/ies.v9n10p163
Alkhawaldeh, S. A. (2007). Facilitating conceptual change in ninth grade students’ understanding of human circulatory system concepts. Research in Science & Technological Education, 25(3), 371-385.
https://doi.org/10.1080/02635140701535331
Atasoy, B. (2004). Fen og renimi ve o g retimi [Science learning and teaching]. Asil Yayınevi.
Atasoy, S., Kucuk, M., & Akdeniz, A. R. (2011). Remedying science student teachers’ misconceptions of force and motion using worksheets based on constructivist learning theory. Energy Education Science and Technology Part B: Social and Educational Studies, 3(4), 519-534.
Ay, E., & Tokcan, H. (2019). An investigation of prospective social studies teachers’ cognitive structures regarding creative drama. International Education Studies, 12(5), 56-67. https://doi.org/10.5539/ies.v12n5p56
Aydeniz, M., & Kaya, E. (2012). Factors impacting Turkish students’ attitudes towards science and their academic performance in science. Turkish Science Education, 9(2), 25-48. https://www.tused.org/index.php/tused
Bacanak, A., Kucuk, M., & Cepni, S. (2004). İlköğretim öğrencilerinin fotosentez ve solunum konularındaki kavram yanılgılarının belirlenmesi: Trabzon örneklemi *Primary school students misconceptions about photosynthesis and respiration subjects: A case for Trabzon] Ondokuz Mayis University Journal of Education Faculty, 17(1), 75-88.
Bahar, M. O. (2003). Kelime iletişim test yöntemi ile lise 1. sınıf öğrencilerinin canlıların temel bileşenleri konusundaki bilişsel yapılarının araştırılması. Journal of Balikesir University Institute of Science and Technology, 5(2), 75-85. https://dergipark.org.tr/en/pub/baunfbed
Bahar, M., & Tongac, E. (2009). The effect of teaching approaches on the pattern of pupils' cognitive structure: some evidence from the field. The Asia-Pacific Education Researcher, 18(1), 21-45. https://doi.org/10.3860/taper.v18i1.1034
Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, (33), 134-141. https://doi.org/10.1080/00219266.1999.9655653
Baptista, M., Martins, I., Conceição, T., & Reis, P. (2019). Multiple representations in the development of students’ cognitive structures about the saponification reaction. Chemistry Education Research and Practice, 20(4), 760-771. https://doi.org/10.1039/C9RP00018F
Başkan, H. (2006). Fen ve teknoloji öğretiminde drama yönteminin kavram yanılgılarının giderilmesi ve öğrenci motivasyonu üzerine etkisi [The effect of using drama method on determining the misconceptions and motivation in science and technology teaching] (Unpublished master
thesis). Karadeniz Teknik University. https://tez.yok.gov.tr/UlusalTezMerkezi/
Batdi, V., & Batdi, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory & Practice, 15(6), 1459-1470. https://doi.org/10.12738/estp.2015.6.0156
Bong, M., Lee S. K., & Woo, Y. K. (2015). The role of interest and self-efficacy in pursuing mathematics and science. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds), Interest in Mathematics and Science Learning (pp. 33-48). American Educational Research Association
Braund, M. (2015). Drama and learning science: An empty space? British Educational Research Journal, 41(1), 102–121. https://doi.org/10.1002/berj.3130
Bybee, R. W. (1997). Towards an understanding of scientific literacy. W. Gräber, & C. Bolte içinde, Scientific literacy. An international symposium (pp.37-68). Kiel: Institut für die Pädagogik der Naturwissenschaften (IPN).
Ceylan, E., Polat, R. K., Akpınar, M., Ulusal, E., & Kalender, S. (2015). Designing science instruction based on creative drama: The effect on 6th grade students' understanding and elimination of misconceptions. International Online Journal of Educational Sciences, 7(4), 1-10. https://doi.org/10.15345/iojes.2015.04.001
Cresswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Second Ed.). Sage.
Cokadar, H., & Yilmaz, G. C. (2010). Teaching ecosystems and matter cycles with creative drama activities. Journal of Science Education and Technology, 19(1), 80-89. https://doi.org/10.1007/s10956009-9181-3
Danckwardt-Lillieström, K., Andrée, M., & Enghag, M. (2020). The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school. International Journal of Science Education, 42(11), 1862-1894. https://doi.org/10.1080/09500693.2020.1792578
DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-
https://doi.org/10.1002/1098-2736(200008)37:63.0.CO;2-L
Derman, A., & Ebenezer, J. (2020). The effect of multiple representations of physical and chemical changes on the development of primary preservice teachers’ cognitive structures. Research in Science Education, 50, 1575-1601. https://doi.org/10.1007/s11165-018-9744-5
Donmez, I., & Gurbuz, S. (2020). Üniversite öğrencilerinin covid-19 virüsü hakkında bilişsel yapılarının belirlenmesi *Determining the cognitive structures of university students on covid-
virus]. MANAS Journal of Social Studies, 9(4), 2159-2172. https://doi.org/10.33206/mjss.763029
Ekici, G., & Kurt, H. (2014). Öğretmen adaylarının ‚Aids‛ kavramı konusundaki bilişsel yapıları:
bağımsız kelime ilişkilendirme testi örneği*Student teachers’ cognitive structure on the concept of ‚aids‛: The sample of free word association test+. The Journal of Turkish Social Research, 18(3), 267-307. https://dergipark.org.tr/en/pub/tsadergisi
Ercan, F., Tasdere, A., & Ercan, N. (2010). Kelime ilişkilendirme testi aracılığıyla bilişsel yapının ve kavramsal değişimin gözlenmesi *Observation of cognitive structure and conceptual changes through word associations tests]. Journal of Turkish Science Education, 7(2), 136-154. https://www.tused.org/index.php/tused
Fadel, C., & Trilling, B. (2009). 21st Century Skills: Learning for life in our times. San Francisco: JosseyBass.
Francis, M. (2007). The impact of drama on pupils’ learning in science. School Science Review, 89(327), 91–102. http://dx.doi.org/10.5539/ies.v9n10p163
Gercek, C. (2020). High school students' cognitive structures and views: What is a genetically modified organism? Journal of Qualitative Research in Education, 8(1), 96-106. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.5m
Glasson, G. E., & Rosary, V. L. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers’ beliefs and practices. Journal of Research in Science Teaching, 30(2), 187-207. https://doi.org/10.1002/tea.3660300206
Hendrix, R., Eick, C., & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23, 823-846. https://doi.org/10.1007/s10972-012-9292-1
Hovardas, T., & Korfiatis, K. J. (2006). Word associations as a tool for assessing conceptual change in science education. Learning and Instruction, 16(5), 416-432. http://dx.doi.org/10.1016/j.learninstruc.2006.09.003
Kahyaoglu, H., Yavuzer, Y., & Aydede, M. N. (2010). The effectiveness of creative drama method on achievement in science teaching. The Journal of Turkish Educational Sciences, 8(3), 741-758.
https://dergipark.org.tr/tr/pub/tebd
Butun-Kar, E. (2021). Investigation of students’ cognitive structures and changes in understanding on the topic of ‚inventions‛ using word association tests. European Journal of Education Studies, 8(1), 360-372. http://dx.doi.org/10.46827/ejes.v8i1.3546
Kiryak, Z., Candas, B., & Ozmen, H. (2021). Investigating preservice science teachers’ cognitive structures on environmental issues. Journal of Science Learning, 4(3), 244-256. https://doi.org/10.17509/jsl.v4i3.30366
Kurt, H. (2013). Biology student teachers‟ cognitive structure about ‚living thing". Educational Research and Reviews, 8(12), 871–880. https://doi.org/10.5897/ERR2013.1408
Kurt, H., Ekici, G., Aktas, M., & Aksu, Ö. (2013). On the concept of" Respiration": Biology student teachers' cognitive structures and alternative conceptions. Educational Research and Reviews, 8(21), 2101-2121. https://doi.org/10.5897/ERR2013.1601
Kucuk, M. (2002). Hizmet-içi aksiyon araştırması kurs programının fen bilgisi öğretmenlerine uygulanması: Bir örnek olay çalışması [Implementation of an in-service action research course program for science teachers: A case study] (Unpublished master thesis). Karadeniz Teknik University. https://tez.yok.gov.tr/UlusalTezMerkezi/
Kucuk, M. (2005). Farklı öğrenim seviyelerindeki öğrencilerin ve fen bilgisi öğretmen adaylarının yerçekimi kuvveti hakkında sahip oldukları kavramların incelenmesi. Journal of Turkish Science Education, 2(1), 32-45. https://www.tused.org/index.php/tused
Kucuk, M., & Cepni, S. (2005). Implementation of an action research course program for science teachers: A case for Turkey. The qualitative report, 10(2), 190-207. https://doi.org/10.46743/21603715/2005.1845
Kucuk, M., Cepni, S., & Gokdere, M. (2005). Turkish primary school students’ alternative conceptions about work, power and energy. Journal of Physics Teacher Education, 3(2), 22-28. http://www2.phy.ilstu.edu/~cjwennin/jpteo/
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
Meseci, M., Karamustafaoglu, S., & Cakir, R. (2013). Efficacy of creative drama techniques in teaching changes in matter. Eurasian Journal of Physics and Chemistry Education, 57-70. https://ijpce.org/index.php/IJPCE/index
MoNE. (2013). The curriculum of science courses of primary education institutions (3, 4, 5, 6, 7, and 8th grades). State Books Publishing House.
Momeni, S., Khaki, M., & Amini, R. (2017). The role of creative drama in improving the creativity of 46 years old children. Journal of History Culture and Art Research, 6(Special Issue 1). https://doi.org/10.7596/taksad.v6i1.765
Nakiboglu, C. (2008). Using word associations for assessing non-major science students’ knowledge structure before and after general chemistry instruction: the case of atomic structure. Chemistry
Education Research and Practice, 9(4), 309-322. https://doi.org/10.1039/B818466F OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing.
Ogur, B., & Bagci-Kilic, G. (2005). Fen bilgisi derslerine drama entegre edilmesinin öğrencilerin fen başarılarına etkisi. Eurasian Journal of Educational Research, 20, 178-188.
Oguz-Namdar, A., Bulbul, A. N., & Cankal, A. O. (2018). Yaratıcı drama ile canlılar dünyasına yolculuk. Ahi Evran University Journal of Kırsehir Education Faculty, 19(2), 1404-1422. https://doi.org/10.29299/kefad.2018.19.02.009
Ong, K.-J., Chou, Y.-C., Yang, D.-Y., & Lin, C.-C. (2020). Creative drama in science education: The effects on situational ınterest, career ınterest, and science-related attitudes of science majors and non-science majors. EURASIA Journal of Mathematics, Science and Technology Education, 16(4). https://doi.org/10.29333/ejmste/115296
Ormancı, U., & Ozcan, S. (2012). Fen ve teknoloji dersi vücudumuzda sistemler ünitesinde drama yönteminin etkililiği: İki aşamalı teşhis testi kullanımı *The effectiveness of drama method in unit ‚the systems in our bodies‛ in science and technology course: Using two tier diagnostic test. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 153-182. https://dergipark.org.tr/tr/pub/balikesirnef
Ormancı, U., & Ozcan, S. (2014). İlköğretim fen ve teknoloji dersinde drama yöntemi kullanımının öğrenci tutum ve motivasyonu üzerine etkisi*The effect of the using drama method in primary school science and technology courses on student attitude and motivation]. Pegem Eğitim ve Öğretim Dergisi, 4(4), 23-40. https://www.pegegog.net/index.php/pegegog
PISA. (2019). PISA 2018 Türkiye Ön Raporu. Ankara: Milli Eğitim Bakanlığı. Extracted from http://pisa.meb.gov.tr/wp-content/uploads/2020/01/PISA_2018_Turkiye_On_Raporu.pdf
Sato, M., & James, P. (1999). "Nature" and "environment" as perceived by university students and their supervisors. International Journal of Environmental Education and Information, 18(2), 165-172.
Shavelson, R. J. (1974). Methods for examining representations of a subject‐matter structure in a students’ memory. Journal of Research in Science Teaching, 11(3), 231-249. https://doi.org/10.1002/TEA.3660110307
Sen, S., Varoglu, L., & Yilmaz, A. (2019). Examination of undergraduates’ cognitive structures on reaction rates and chemical equilibrium. Pamukkale University Journal of Education, 45, 335-352. https://doi.org/10.9779/PUJE.2018.236
Taskin-Can, B. (2013). The effects of using creative drama in science education on students’ achievements and scientific process skills. Elementary Education Online, 12(1), 120-131. https://www.ilkogretim-online.org/
Timbil, N. (2008). İlköğretim II. kademe fen öğretiminde aktif öğrenme yaklaşımı ve drama tekniği kullanılmasının öğrenci başarılarına etkilerinin karşılaştırılması [Comparing the effects of active learning and drama technique on students? success in II. level of elementary science] (Unpublished master thesis). Muğla University. https://tez.yok.gov.tr/UlusalTezMerkezi/
Timothy, J., & Apata, F. S. (2014). Effects of creative drama-based instruction on basic science achievement and scientific attitudes in Lagos State. ATBU, Journal of Science, Technology & Education (JOSTE), 2(2), 59-65. https://www.atbuftejoste.com/index.php/joste/index
Timur, B., & Tasar, M. F. (2011). Developing pre-service science teachers’ cognitive structures about technology: Word Association Test (WAT). Western Anatolia Journal of Educational Sciences,
(Special Issue: Selected papers presented at WCNTSE), 131-138. https://dergipark.org.tr/en/pub/baebd
Tokcan, H., & Yiter, E. (2017). 5. Sınıf öğrencilerinin doğal afetlere ilişkin bilişsel yapılarının kelime ilişkilendirme testi (kit) aracılığıyla incelenmesi *Examining the 5th grade students perceptions about natural disaster through the word association tests]. Ahi Evran University Journal of
Kırsehir Education Faculty, 18(1), 115-129. https://dergipark.org.tr/en/pub/kefad
Tsai, C. C., & Huang, C. M. (2002). Exploring students' cognitive structures in learning science: A review of relevant methods. Journal of Biological Education, 36(4), 163-169. https://doi.org/10.1080/00219266.2002.9655827
Tuncel, S. (2009). İlköğretim 6. sınıf fen ve teknoloji dersinde maddenin tanecikli yapısı ünitesinin yaratıcı drama ile öğretiminin öğrencilerin başarısına etkisi [The effect of teaching the atomic structure of matters by creative dramas to the achievement of student at the 6th class science and technology lesson in primary school] [Unpublished master thesis]. Selcuk University. https://tez.yok.gov.tr/UlusalTezMerkezi/
Turksever, O. (2021). Exploring high school students' cognitive structures for energy concept through word association test. International Education Studies, 14(9), 58-68. https://doi.org/10.5539/ies.v14n9p58
Unuvar, T. (2007). İlköğretim 6. sınıf fen bilgisi dersinde canlının iç yapısına yolculuk ünitesinde yaratıcı drama ile öğretimin öğrencilerin erişisine etkisi[The effect of creative drama on student achievement in teaching the unit travelling into inner building of living thing in the science course of the 6th grade students in primary education] [Unpublished master thesis]. Selcuk University. https://tez.yok.gov.tr/UlusalTezMerkezi/
Varoglu, L., Sen, S., & Yilmaz, A. (2020). Üniversite öğrencilerinin periyodik tablo ile ilişkili bilişsel yapılarının incelenmesi *Examining of undergraduate students’ cognitive structures related to the periodic table]. YYU Journal of Education Faculty, 17(1), 511-533. https://doi.org/10.33711/yyuefd.693831
West, L. H., Fensham, P., & Garrard, J. (1985). Describing the cognitive structures of learners following instruction in chemistry. In L. H. West, & A. L. Pines (Eds), Cognitive structure and conceptual change (pp. 29–49). Academic Press.
Yagmur, E. (2010). 7.sınıf Fen ve teknoloji dersinin yaratıcı drama destekli işlenmesinin eleştirel düşünme becerisi ve başarı üzerine etkisi[Effect of 7th grade science and technology lesson supported with creative drama on critical thinking skill and success] [Unpublished master thesis]. Sakarya University. https://tez.yok.gov.tr/UlusalTezMerkezi/
Yalim, N. (2003). İlköğretim dördüncü sınıf fen bilgisi dersinin yaratıcı drama yöntemi ile öğretiminin öğrencilerin akademik başarılarına etkisi [Influence of teaching primary school grade 4 science courses using the creative drama method on academic achievements] [Unpublished master
thesis]. Anadolu University. https://tez.yok.gov.tr/UlusalTezMerkezi/
Yesiltas, H. M., Tas, E., & Ozyurek, C. (2017). Yaratıcı drama destekli fen öğretiminin kavram yanılgılarına etkisi *Effects of creative drama supported science education on misconceptions].
Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 32, 827-836. https://doi.org/10.14582/DUZGEF.1842
Yildirir, H. E., & Demirkol, H. (2018. Revealing students’ cognitive structure about physical and chemical change: Use of a word association test. European Journal of Education Studies, 4(1), 134154. https://doi.org/10.5281/zenodo.1156414
Yilmazlar, M., Yagmur-Kolcu, E., & Takunyaci, M. (2013). The effect of 7th grade science and technology class on critical thinking skill and success when taught with the support of creative drama. IIB International Refereed Academic Social Sciences Journal, 12(4), 37-48.
Yucel, E. O., & Ozkan, M. (2015). Determination of secondary school students' cognitive structure, and misconception in ecological concepts through word association test. Educational Research and Reviews, 10(5), 660-674. https://doi.org/10.5897/ERR2014.2022
Downloads
Issue
Section
Published
License
Copyright (c) 2022 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
