Publication: Drama Temelli Probleme Dayalı Öğrenme Yaklaşımının İlkokul_x000D_
Öğrencilerinin Empati Beceri Düzeyleri Üzerine Etkisi
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Bu araştırmanın amacı, drama ile problemin hissettirildiği Probleme Dayalı Öğrenme (PbDÖ) yaklaşımınınöğrencilerin empati beceri düzeyleri üzerine etkisini incelemektir. Öntest–sontest kontrol gruplu yarı deneyselmodelin kullanıldığı araştırma kapsamında İstanbul ilinde ilkokul üçüncü sınıfa devam eden 24’er öğrenciden oluşaniki grup üzerinde çalışılmıştır. Veri toplama aracı olarak “Çocuklar İçin Empati Ölçeği (ÇİEÖ)” kullanılmıştır. Deneygrubunda drama ile problemin hissettirildiği PbDÖ yaklaşımı uygulanırken, kontrol grubunda herhangi bir deneyseluygulama yapılmamıştır. Deney grubunun çalışma planı araştırmacılar tarafından hazırlanmış ve üç hafta boyuncadeney grubu sınıfında uygulanmıştır. Elde edilen verilerin analizinde Shapiro-Wilk normallik testi, bağımlı gruplar ttesti ve bağımsız gruplar t-testi kullanılmıştır. Araştırmanın bulgularına göre; PbDÖ yaklaşımının uygulandığı deneygrubu öğrencilerinin kontrol grubuna kıyasla empati beceri düzeylerinin geliştiği, drama temelli PbDÖ yaklaşımınınilkokul öğrencilerinin empati beceri düzeylerini geliştirmede etkili olduğu anlaşılmıştır.
The purpose of this study is to investigate the effects of Problem-Based Learning (PBL) utilized with_x000D_ drama applications in which the problem state was evoked on primary school pupils’ empathy skill levels. Pretestposttest control-group design was utilized through the research which was applied on two groups each consisting of_x000D_ 24 3rd graders in Istanbul. Data collection was conducted with “Scale of Empathy for Children”. PBL process utilized_x000D_ with drama applications in which the problem state was evoked was conducted on experimental group and none on_x000D_ control group. Two of researchers prepared study plan for experimental group and, this plan was applied for three_x000D_ weeks. Shapiro-Wilk normality test, independent-samples t-test and paired-samples t-test were used for data analysis._x000D_ Findings of the research show that empathy skill levels of the pupils in experimental group were significantly higher_x000D_ than of control group and that PBL utilized with drama applications was effective on increasing primary school_x000D_ pupils’ empathy skill levels.
The purpose of this study is to investigate the effects of Problem-Based Learning (PBL) utilized with_x000D_ drama applications in which the problem state was evoked on primary school pupils’ empathy skill levels. Pretestposttest control-group design was utilized through the research which was applied on two groups each consisting of_x000D_ 24 3rd graders in Istanbul. Data collection was conducted with “Scale of Empathy for Children”. PBL process utilized_x000D_ with drama applications in which the problem state was evoked was conducted on experimental group and none on_x000D_ control group. Two of researchers prepared study plan for experimental group and, this plan was applied for three_x000D_ weeks. Shapiro-Wilk normality test, independent-samples t-test and paired-samples t-test were used for data analysis._x000D_ Findings of the research show that empathy skill levels of the pupils in experimental group were significantly higher_x000D_ than of control group and that PBL utilized with drama applications was effective on increasing primary school_x000D_ pupils’ empathy skill levels.