Original article | Turkish Journal of Teacher Education 2019, Vol. 8(2) 67-83
The Effects of Drama Based Early STEM Program on Scientific Process and Creative Thinking in Preschool Education
Secil Cilengir Gultekin, Ruken Akar Vural
pp. 67 - 83 | Manu. Number: MANU-1909-20-0002
Published online: December 31, 2019 | Number of Views: 105 | Number of Download: 1070
Abstract
The aim of this study is to determine the effect of drama based early STEM program in education (STEM+Drama) which is developed by the researcher, 6 year old children attending preschool education institutions, on scientific process and creative thinking. In the study, pretest-posttest group quasi-experimental design was used as research method. The study group of the research was constituted by 18 children in the experimental group (5 girls, 13 boys), 22 children in the control group (13 girls, 9 boys), which totals 40 children attending a public kindergarten in Efeler district in Aydın province in the academic year between 2017-2018. Torrance Creative Thought Test and Scientific Process Skills Scale were used in the data collection process. According to the results of the research, a significant difference was found in favor of the experimental group which applied “Drama Based Early STEM Program on Education (STEM + Drama)” in the creative thinking test and scientific process skills sub-dimensions.The results were discussed in light of the literature.
Keywords: Preschool, STEM, Drama in Education, Mantle of The Expert, Scientific Process Skills, Creative Thinking, Creativity, Early childhood
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Arieli, B. B. (2007). The integration of creative drama into science teaching (Yayımlanmamış Doktora Tezi). Kansas State University, Kansas. Aslan, E. (2001). Torrance yaratıcı düşünce testi’nin Türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14, 19-40. Başaran, M. (2018). Okul Öncesi Eğitimde STEM Yaklaşımının Uygulanabilirliği (Eylem Araştırması). Yayımlanmamış Doktora Tezi, Gaziantep Üniversitesi, Gaziantep. Bergström, L., Johansson, K. E., Nilsson, C. (2001). The physics of Copenhagen for students and the general public. Physics education, 36(5), 388. Bredekamp, S., Rosegrant, T. (1995). Reaching potentials: Transforming early childhood curriculum and assessment. Washington, D.C.: National Association for the Education of Young Children. Brenneman, K., Stevenson-Garcia, J., Jung, K., Frede, E. (2011). The preschool rating ınstrument for science and mathematics (PRISM). Society for Research on Educational Effectiveness, 19, 138-149. Büyüktaşkapu, S. (2010). 6 yaş çocuklarının bilimsel süreç becerilerini geliştirmeye yönelik yapılandırmacı yaklaşıma dayalı bir bilim öğretim programı önerisi (Yayınlanmamış Doktora tezi). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya. Charlesworth, R., Lind, K. K. (2012). Math and science for young children. Belmont, CA:Wadsworth Cengage Learning. Cozby, P. C., Bates, S. C. (1992). Methods in behavioral research. Mountain View: Mayfield Publishing Company. Çorlu, M. (2012). A pathway to STEM education: Investigating pre-service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science (Doctoral dissertation, Texas A & M University). Çorlu, M. A., & Çorlu, M. S. (2012). Scientific Inquiry Based Professional Development Models in Teacher Education. Educational Sciences: Theory and Practice, 12(1), 514-521. Çorlu, M. S. (2013). Insights into STEM education praxis: An assessment scheme for course syllabi. Educational Sciences: Theory & Practice, 13(4), 1-9. Çorlu, M. S. (2017). STEM: Bütünleşik Öğretmenlik Çerçevesi [STEM: Integrated Teaching Framework]. In M. S. Çorlu & E. Çallı (Eds.), STEM Kuram ve Uygulamaları (pp. 1–10). İstanbul: Pusula. Doxey, C., Wright, C. (1990). An exploratory study of children’s music ageability. Early Childhood Research Quarterly, 5, 425-440. Dugger, W. E. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research, Gold Coast, Queensland, Australia. Duschl, Richard A.; Schweingruber, Heidi A.; Shouse, Andrew W. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press. Eshach, H., Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14, 315-336. Henriksen, D. (2011). We teach who we are: Creativity and trans-disciplinary thinking in the practices of accomplished teachers. Michigan State University, Educational Psychology and Educational Technology. Holt, B.G. (1991). Science with young children. Washington: National Association For The Education Of Young Children. Hong, S.Y. Diamond, K.E.(2011). Two approaches to teaching young children science concepts, vocabulary and scientific problem- solving skills. Early Childhood Research Quarterly, 549, 1-11. Karadağ, A. (1997). Okul öncesinde dramatik etkinlikler- kukla-dramatizasyon- drama. Ankara: Kök Yayınevi Katz, L., Chard, S. C. (2000). Engaging children's minds: The project approach. Greenwood: Publishing Group. Kerlinger, F. N. (1973). Multiple regression in behavioral research. New York: Holt, Renehard and Winston. Kerlinger, F.N. (1986). Foundations of behavioral research. Orlando: Holt, Rinehart and Winston publishers. Kerlinger, P., Lein, M. R. (1986). Differences in winter range among age-sex classes of Snowy Owls Nyctea scandiaca in North America. Ornis Scandinavica, 1-7. Lind, K. K. (1998). Science in early childhood: developing and acquiring fundamental concepts and skills. Early Childhood Science, Mathematics and Tecnology Education, 6-8,1-18 Mantzicopoulos, P., Patrick, H. Samarapungavan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23, 378- 394. Moyles, J. R. (1996). Just playing?: The role and status of play in early childhood education. Buckingham: Open University. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509-523. Pantidos, P., Spathi, K., Vitoratos, E. (2001). The use of drama in science education: The case of “Blegdamsvej Faust”. Science & Education, 10(1-2), 107-117. Ravanis, K. (1994). The discovery of elementary magnetic properties in pre-school age. A qualitative and quantitative research within a Piagetian framework. European Early Childhood Education Research Journal, 2(2), 79-91. Torrance, E. P. (1972). Can we teach children to think creatively?. The Journal of Creative Behavior, 6(2), 114-143. Tsatsaroni, A., Ravanis, K., Falaga, A. (2003). Studying the recontextualisation of science in pre-school classrooms: drawing on Bernstein’s insights into teaching and learning practices. International Journal of Science and Mathematics Education, 1, 385-417. Tytler, R., Peterson, S. (2001). Deconstructing learning in science: Young children’s responses to a classroom sequence on evaporation. Research in Science Education, 30, 339-355. Yoon, H. G. (2006). The nature of science drama in science education. 9th international conference on public communication of science and technology (PCST-9). Seoul, Korea.
|
