Future Citizenship, Democracy and Human Rights Education with Creative Drama and Other Interactive Teaching Methods

Ulubey, Özgür; Gözütok, F. Dilek

doi:10.15390/eb.2015.4845

Cited by 19 publications

(14 citation statements)

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“…Findings from this study revealed the usefulness of the interactive teaching approach to achieve the course goals that are consistent with Ulubey and Gözütok study. 17 To further support our findings, larger intervention studies at the national level are recommended.…”

Section: Discussionmentioning

confidence: 60%

Effects of interactive teaching on university students’ knowledge and attitude toward reproductive health: a pilot study in Jordan

Ali¹,

Al‐Natour²,

Alnuaimi³

et al. 2018

JMDH

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BackgroundYouths in Jordan lack knowledge related to reproductive health (RH). Interactive teaching methods showed positive results in enhancing health awareness and adopting healthy practices among students.ObjectivesThe objective of this study was to examine the usefulness of interactive teaching in promoting health awareness of RH among nonmedical university students in Jordan.MethodsWe employed a quasi-experimental one group pretest and posttest design for a purposive sample of 210 students (18–24 years). Knowledge and attitudes regarding RH issues were assessed using a questionnaire developed by the researchers.ResultsA significant improvement in students’ knowledge and attitudes toward RH was evident. Female students had higher scores on knowledge than male students in the pretest; this difference was smaller in the posttest. Also, female students had significantly more positive attitudes toward RH in pretest than males, although this difference vanished in the posttest. Study results indicated that students benefit from study intervention regardless their gender.ConclusionIntegrating RH into university’s curriculum coupled with interactive learning approach is a powerful way to promote RH awareness among youths.

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Section: Discussionmentioning

confidence: 60%

Effects of interactive teaching on university students’ knowledge and attitude toward reproductive health: a pilot study in Jordan

Ali¹,

Al‐Natour²,

Alnuaimi³

et al. 2018

JMDH

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“…Studies that analyzed the curriculum and the course-material regarding teachers' views reached similar findings: teachers complained about the content of the course-material and instruction method; they emphasized inappropriateness of fairy tales regarding daily-life connection, the used vocabulary inside and their weak connection to human rights, democracy or civics concepts (Kaçar & Kaçar, 2016;Toprak & Demir, 2017;Kaymakçı & Akdeniz, 2018;Şahan & Tural, 2018). Ulubey and Gözütok (2015) emphasized importance of diversifying instruction methods -such as using creative drama-and proper arrangement of teaching-learning environments to teach human rights, democracy and citizenship. In other words, "horizontal" rather than "hierarchical" teaching-learning process should be ensured and "respect" should be the key component inside the classroom (Flowers, 2010); and interactive learning methods with focus on dialogue and hands-on experiences should be provided for an effective learning process (Rasmussen, 2012).…”

Section: Discussion and Conslusionmentioning

confidence: 77%

“…Thirdly, although there was training for a limited number of teachers inside the project -385 teachers out of 247.000 teachers were trained-, the vast majority of elementary school teachers have not participated any in-service training. Previous studies showed the ineffectiveness of human rights and citizenship education due to teacher incompetency's and used teaching-learning methods (Gözütok & Ulubey, 2015;Güven, 2010;Karaman-Kepenekçi, 2005). Thus, teacher qualifications and competencies are significant and still a matter of concern as many of the classroom teachers have just started to teach human rights, civics and democracy through a separate content.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Human Rights, Civics and Democracy Curriculum through Eisner s Evaluation Framework

Özdemirci¹,

Aksoy²,

Ok³

2019

HUJE

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Human Rights, Civics and Democracy Curriculum for 4 th graders was began to be implemented in 2015-2016 academic year. In this study, we aim to evaluate this curriculum regarding the universality of human rights concept; the appropriateness of the curriculum with its educational goals, content, instructional material and methods in terms of students' cognitive level and finally teacher competencies to teach this course. A qualitative intrinsic case study method was utilized. The data was collected through document analysis; eighthours of classroom observation, and semi-structured interviews with seven elementary school teachers and six "experts". Eisner's Educational Connoisseurship and Criticism Model was used as an evaluation framework. Deductive content analysis was used to analyze the data and to illuminate specific details about the case under investigation. Results showed that attainments and content were consistent with the universality of human rights perspective; also, instruction and assessment methods were consistent with the philosophy (constructivism) of the curriculum. However, the course material, as regards to its aims, content and philosophy; and the practices applied inside the classroom were highly inconsistent with the goals of the curriculum. eğitim öğretim yılında 4. sınıf öğrencileri için İnsan Hakları, Yurttaşlık ve Demokrasi dersi öğretim programı uygulamaya konulmuştur. Bu çalışma ile öğretim programını, insan hakları kavramının evrenselliği; programın eğitim hedeflerinin, içeriğinin, öğretim materyalleri ve yöntemlerinin öğrencilerin bilişsel düzeyi açısından uygunluğu ve son olarak öğretmenlerin bu dersi verebilmek için yeterlikleri açısından değerlendirmek amaçlanmıştır. Çalışmada, nitel gerçek durum çalışması yöntemi kullanılmıştır. Veriler doküman analizi, sekiz saatlik ders gözlemi, yedi ilkokul öğretmeni ve altı "uzman" ile yarı yapılandırılmış görüşmeler doğrultusunda toplanmıştır. Eisner'in Eğitsel Uzmanlık/ Eleştiri Modeli değerlendirme çerçevesi olarak kullanılmıştır. Verileri ve araştırılan durum hakkındaki detayları analiz etmek için tümdengelimsel içerik analizi kullanılmıştır. Sonuçlar, kazanımların ve içeriğin insan hakları kavramının evrenselliği ile tutarlı olduğunu göstermiştir; ayrıca, öğretim ve değerlendirme yöntemleri, programın felsefesi (yapılandırmacılık) ile tutarlı bulunmuştur. Ancak ders materyali, amaçları, içeriği ve felsefesi açısından; sınıf içinde uygulanan etkinlikler ise genel olarak, programın hedefleri ile son derece tutarsız bulunmuştur. Anahtar Sözcükler: İnsan hakları ve yurttaşlık eğitimi, program değerlendirmesi, Eisner'in uzmanlık/eleştiri modeli

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“…On the one hand, creative drama ensures students enhance their emotions, opinions and behaviors in a positive way (Somers, 1994) and to think independently (Ward, 1960). Moreover, creative drama increases students' willingness to learn and actively participate in the teaching and learning process and thereby extend students' self-confidence and courage (Ulubey & Gözütok, 2015). It also maintains that students learn by feeling what they have experienced by impersonating (Adıgüzel, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Creative drama, as a method, provides developing various characteristics of individuals, and has been applied increasingly for the academic achievement of students in terms of different courses (Kırmızı, 2012;Şahin, 2012;Rüzgâr, 2014;Bıyıklı & Yağcı, 2015;Bingöl, 2015;Bulut & Aktepe, 2015;Dikmenli-Vardar, 2015;Ulubey & Gözütok, 2015;Yıldırım & Işık, 2015), and also to transform students' attitudes to be positive towards courses. Attitude is a concept which has been studied for a long time.…”

Section: Introductionmentioning

confidence: 99%

Yaratıcı drama yönteminin derse yönelik tutuma etkisi: Bir meta analiz çalışması

Toraman¹,

Ulubey²

2016

jesr

Self Cite

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The purpose of this study is both to gather the experimental studies which investigate the effect of creative drama on the attitudes of students towards the courses and to synthesize the findings of these studies. The studies within the scope of this current research were obtained from various databases such as "ProQuest Citations, Council of Higher Education National Thesis Center, Google Scholar, EBSCO, Taylor & Francis Online, Ebscohost, ERIC and Science Direct" by using keywords like drama, creative drama, creative drama method, attitude and attitude towards course. From the database searches, a total of 30 studies (12 articles, 16 master's theses and two doctoral dissertations) which examined the effect of creative drama method on students' attitudes towards different courses and which were in accordance with the criteria for the meta-analysis, were obtained. The data were analyzed by using the "Comprehensive Meta-Analysis (CMA)" and "Data Analysis and Statistical Software (STATA)" programs. As the studies included in the metaanalysis distributed heterogeneously, the effect size of the studies were calculated by applying random effects model. According to the results of this study, it was identified that creative drama method positively affected the attitudes of students towards the courses. In the experimental studies, the differences in students' attitudes towards their courses were investigated in the direction of moderator variables. Among these moderator variables, not only the period of experimental process, but also the educational level of the participants who were implemented the experimental applications created a significant difference in the effect size, whereas the other variables did not have a significant difference.

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Future Citizenship, Democracy and Human Rights Education with Creative Drama and Other Interactive Teaching Methods

Cited by 19 publications

References 10 publications

Effects of interactive teaching on university students’ knowledge and attitude toward reproductive health: a pilot study in Jordan

Effects of interactive teaching on university students’ knowledge and attitude toward reproductive health: a pilot study in Jordan

Evaluation of Human Rights, Civics and Democracy Curriculum through Eisner s Evaluation Framework

Yaratıcı drama yönteminin derse yönelik tutuma etkisi: Bir meta analiz çalışması

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Future Citizenship, Democracy and Human Rights Education with Creative Drama and Other Interactive Teaching Methods

Cited by 19 publications

References 10 publications

Effects of interactive teaching on university students&rsquo; knowledge and attitude toward reproductive health: a pilot study in Jordan

Effects of interactive teaching on university students&rsquo; knowledge and attitude toward reproductive health: a pilot study in Jordan

Evaluation of Human Rights, Civics and Democracy Curriculum through Eisner s Evaluation Framework

Yaratıcı drama yönteminin derse yönelik tutuma etkisi: Bir meta analiz çalışması

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Product

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Effects of interactive teaching on university students’ knowledge and attitude toward reproductive health: a pilot study in Jordan

Effects of interactive teaching on university students’ knowledge and attitude toward reproductive health: a pilot study in Jordan