The Water Awareness Via Drama: An Experimental Study on Pre-Service Science Teachers and Their Views

Abstract

The aim of this research is to determine the effect and usability of drama in creating water awareness. The research was carried out with pre-service teachers who are studying in the Science Education Department of a state university in Turkey and who want to participate in the research voluntarily. A total of 17 pre-service science teachers (PSTs), 14 female and 3 male, took part in the research. In the research, a written interview form (WIF) consisting of 3 questions was used to determine the opinions of the PSTs about the usability of drama in raising water awareness. Applications in the study covered 12 weeks. In the applications, a drama application was made for each week about water. After the applications, the qualitative data obtained in the research were evaluated and interpreted. Descriptive and content analysis techniques were used in the analysis of qualitative data. The results of the research show that drama can be an effective method in creating water awareness. As a matter of fact, the opinions of PSTs are in this direction and point out that the usability of drama in creating water awareness is high. In the light of the findings obtained at the end of the research, the results were discussed and some suggestions were given.

Drama Sihirli Bir Değnek mi Yoksa Zaman Kaybı mı?

“…Regarding all the studies on the field, it was indicated that drama increased student achievement levels and it was favored by majority of students on all levels ranging from primary school to university (Bertiz, 2005). However, it should be taken into consideration that drama might have problematic dimensions.…”

Improving 7th Grade Students’ Understanding of Force and Motion through History of Science Stories: A Glimpse at an Ongoing Effort

“…Moreover, students learn more easily when scientific concepts are related to their daily lives. In this sense, stories that address real world or realistic events are helpful for contextualizing the facts and events of everyday life (Bertiz, 2005;Dincel, 2005;Hu et al, 2021). Through such associations, scientific concepts can be constructed easily and meaningfully by learners (Hırça et al, 2011;Peleg et al, 2017).…”

“…Another advantage of using stories in classroom is to allow students to place themselves in the roles of the main characters and try to solve problems; this process is claimed to improve problem-solving skills (Bertiz, 2005;Klassen, 2009). In this sense, while reading stories, students may suggest solutions to the problems by using their prior knowledge, thus stimulating their imagination (Yiğit, 2007).…”

“…Thus, HOSBS enhance students' awareness, curiosity, and motivation about science and scientific knowledge in a historical context (Klassen, 2009;Laçin Şimşek, 2018) by allowing a new dimension of experience of the phenomenon (Marton, 1986). Moreover, HOSBSs facilitate the association between scientific concepts and daily life (Bertiz, 2005), thereby increasing students' interest in science class and in science itself. Because HOSBSs function as an intermediary between students' conceptions and scientific concepts (Viana and Porto, 2010), designing well-structured stories, may lead to more efficient conceptual construction (Candaş et al, 2021).…”

“…Through this interactive process, the students became active, rather than passive listeners, creating their own questions and solving problems (Mol et al 2009). We believed that this improved the students' questioning and problem-solving skills, as well as their comprehension of the concepts (Alcantara et al, 2020;Bertiz, 2005;Dincel, 2005;Hill and Baumgartner, 2009;Klassen, 2009;Leona, 2014;Şimşek, 2006). As such, it can be said that HOSBS enhanced the quality of the teaching.…”