METAPHORICAL PERCEPTIONS OF SOCIAL STUDIES TEACHER CANDIDATES TOWARDS DRAMA

Burcu Kaymak

Makale detayları

METAPHORICAL PERCEPTIONS OF SOCIAL STUDIES TEACHER CANDIDATES TOWARDS DRAMA

Yazarlar:

Burcu Kaymak

Yayıncı:

Mersin University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.132-154

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345411

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 Drama is a learning technique that offers the opportunity to learn by living, and thus, it offers an impressive teaching opportunity due to the nature of social studies teaching. Therefore, in this study, it was attempted to determine the perceptions of social studies teacher candidates who take drama as an elective course, regarding drama and its elements, and their metaphors. For this purpose, a purposive sampling was used using the phenomenology design to reveal the perceptions of the participants. In this study, in which 40 teacher candidates 23 female, 17 male studying at different grade levels 20 in 2nd grade, 20 in 4th grade of social studies teaching participated, firstly an interview form was applied via Google Form, and for the metaphors that were difficult to understand and needed to be detailed, a single-group focus group interview was conducted with 8 participants. The obtained data were analyzed with content analysis in order to reach the themes and sub-themes of the participants views. In the results of the study in which the validity and reliability steps were followed, it was determined that the views of the teacher candidates regarding drama and its components were generally positive and the metaphors used were created in this direction. As a result of the results obtained in this study, where drama and its elements were expressed with the necessary and needed metaphors by the participants, it is recommended that the metaphors of teacher candidates who do not take drama as an elective course should also be reached. In this direction, it is recommended that the perceptions of social studies teacher candidates who are distant from drama be revealed through metaphors and the necessary precautions be taken.

 Drama is a learning technique that offers the opportunity to learn by living, and thus, it offers an impressive teaching opportunity due to the nature of social studies teaching. Therefore, in this study, it was attempted to determine the perceptions of social studies teacher candidates who take drama as an elective course, regarding drama and its elements, and their metaphors. For this purpose, a purposive sampling was used using the phenomenology design to reveal the perceptions of the participants. In this study, in which 40 teacher candidates 23 female, 17 male studying at different grade levels 20 in 2nd grade, 20 in 4th grade of social studies teaching participated, firstly an interview form was applied via Google Form, and for the metaphors that were difficult to understand and needed to be detailed, a single-group focus group interview was conducted with 8 participants. The obtained data were analyzed with content analysis in order to reach the themes and sub-themes of the participants views. In the results of the study in which the validity and reliability steps were followed, it was determined that the views of the teacher candidates regarding drama and its components were generally positive and the metaphors used were created in this direction. As a result of the results obtained in this study, where drama and its elements were expressed with the necessary and needed metaphors by the participants, it is recommended that the metaphors of teacher candidates who do not take drama as an elective course should also be reached. In this direction, it is recommended that the perceptions of social studies teacher candidates who are distant from drama be revealed through metaphors and the necessary precautions be taken.

 Drama is a learning technique that offers the opportunity to learn by living, and thus, it offers an impressive teaching opportunity due to the nature of social studies teaching. Therefore, in this study, it was attempted to determine the perceptions of social studies teacher candidates who take drama as an elective course, regarding drama and its elements, and their metaphors. For this purpose, a purposive sampling was used using the phenomenology design to reveal the perceptions of the participants. In this study, in which 40 teacher candidates 23 female, 17 male studying at different grade levels 20 in 2nd grade, 20 in 4th grade of social studies teaching participated, firstly an interview form was applied via Google Form, and for the metaphors that were difficult to understand and needed to be detailed, a single-group focus group interview was conducted with 8 participants. The obtained data were analyzed with content analysis in order to reach the themes and sub-themes of the participants views. In the results of the study in which the validity and reliability steps were followed, it was determined that the views of the teacher candidates regarding drama and its components were generally positive and the metaphors used were created in this direction. As a result of the results obtained in this study, where drama and its elements were expressed with the necessary and needed metaphors by the participants, it is recommended that the metaphors of teacher candidates who do not take drama as an elective course should also be reached. In this direction, it is recommended that the perceptions of social studies teacher candidates who are distant from drama be revealed through metaphors and the necessary precautions be taken.

 Yaratıcı drama yaşayarak öğrenme fırsatı sunan bir öğrenme yöntemi olarak sosyal bilgiler öğretiminin doğası gereği etkileyici bir öğretim fırsatı sunmaktadır. Bu çalışmada yaratıcı drama dersini seçmeli ders olarak alan sosyal bilgiler öğretmen adaylarının yaratıcı dramaya yönelik metaforlarına ulaşılmaya çalışılmıştır. Bu bağlamda, öğretmen adaylarının yaratıcı drama, yaratıcı dramanın bileşenleri öğretmen, materyal, oyun, ortam, gruplar ve yaratıcı drama sürecinde ele alınan çocuk ve planlama kavramlarına yönelik algılarının metaforlar aracılığıyla belirlenmesi amaçlanmaktadır. Çalışmanın amacı doğrultusunda katılımcıların algılarını ortaya çıkarmak için fenomenoloji deseni kullanılarak amaçlı örneklemden yararlanılmıştır. Sosyal bilgiler öğretmenliğinin farklı sınıf düzeylerinde 2.sınıf 20, 4. Sınıf 20 öğrenim gören 40 öğretmen adayının 23 kadın, 17 erkek katılım sağladığı bu çalışmada öncelikle Google form aracılığıyla yarı yapılandırılmış açık uçlu sorulardan oluşan görüşme formu uygulanmış, sonrasında ise 8 katılımcı ile tek gruplu odak grup görüşmesi gerçekleştirilmiştir. Elde edilen veriler, katılımcıların görüşlerinin tema ve alt temalarına ulaşmak amacıyla içerik analizi ile analiz edilmiştir. Geçerlik ve güvenirlik adımlarının takip edildiği çalışmanın sonuçlarında, öğretmen adaylarının yaratıcı drama, yaratıcı dramanın bileşenleri ile yaratıcı dramada çocuk ve planlama kavramlarına yönelik görüşlerinin genelde olumlu olduğu ve kullanılan metaforların da bu yönde oluşturulduğu belirlenmiştir. Yaratıcı drama, yaratıcı dramanın öğeleri ile yaratıcı drama sürecinde ele alınan çocuk ve planlama kavramlarına yönelik katılımcılar tarafından gerekli ve ihtiyaç duyulan şeklinde ifade edildiği görülmüştür. Bu çalışmada ulaşılan sonuçlar neticesinde ise yaratıcı drama eğitiminde öğretmen adaylarına yalnızca uygulamalı etkinlikler sunmak yerine, drama kuramları, teknikleri ve öğretim süreçlerindeki kullanımı hakkında daha fazla bilgi sağlanabilir. Planlama sürecine yönelik ise problem çözme ve esneklik gibi unsurları içeren uygulamalı çalışmaların yapılabileceği önerilmektedir.

Makale detayları

METAPHORICAL PERCEPTIONS OF SOCIAL STUDIES TEACHER CANDIDATES TOWARDS DRAMA

Yazarlar:

Burcu Kaymak

Yayıncı:

Mersin University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.132-154

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345411

pISSN:

1306-7850

social studies

drama

elements of drama

metaphor

teaching

focus groupsosyal bilgiler

drama

dramanın öğeleri

metafor

odak grup

Sayı

Makale detayları

Yazarlar: Burcu Kaymak

Yayıncı: Mersin University

Ana Başlıklar: Sosyal Bilgiler Eğitimi

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.132-154

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001345411

pISSN: 1306-7850

Sayı

Yazarlar:

Burcu Kaymak

Yayıncı:

Mersin University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.132-154

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345411

pISSN:

1306-7850