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Pred 325

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  • 1. What is drama?• Creative drama: • is based on group and the experiences of group members. • in which no pressure to perform on children. • includes dramatic play, story enactment, imagination journeys, theatre games, music and dance.
  • 2. Drama in Science different methods inteaching science• Formal learning• Informal learning
  • 3. Drama in Science• Formal education is structured, sequencial and compulsory.• Informal education is unstructed, unsequential and voluntary.• Examples of informal education: • going to museums • going to science centers • learning by media activities • going to field trips
  • 4. Cognitive and Emotional Aims of Creative Drama• To recognize individual differences.• To improve communication and interaction among group members.• To focus attention on individuals, objects, situations etc.• To develop self-esteem to participate in different studies.• To use drama in order to solve current problems.• To increase the skill of observation in social context.
  • 5. Planning Drama Activities for Education• to choose a theme • What do children want to learn?• to prepare the environment • Where is the best environment for learning?• children’s role selection • Which role do children play?• teacher’s role selection • Which role does s/he play?
  • 6. Dramatic Science Activities• It can be • Spontaneous • Student directed • Teachers directed • Structured
  • 7. Dramatic Science Activities SpontaneousStudent Teacherdirected directed Structured
  • 8. In the study of Nicholas & Ng (2008)• During the creating process, some questions were asked about science drama in order to understand the students interest and what they want to learn.• Discuss what information to use and how to use it.
  • 9. Inference of This Study• Students should prepare the drama activty according to their cruosity to concept.• They should feel themselves as a part of the study.• Students thinking should not limited by encouraging students to say everything freely.• Students intellectual and development level should be considered.
  • 10. Inference of The Article of Peleg & Baram Tsabari (2011)• Teachers should accurately determine the objectives that s/he wants to reach at the end of the activity.• Teachers should help children to change the views about social science.• Teachers should pay attention for the age level of target.
  • 11. Changing Success Level of Children According to Their Grades
  • 12. What are problems teacher might face?• Crowded or small classes• Classes’ hard ground instead of covered by parquet, carpet or cushions• Focus on just entertaining part rather than educational ones.• Reluctance to answer to questions about the activity.• Slow the process of activities by possessive, hiperactive, introversive children.
  • 13. The Article of Özdemir & Üstündağ• With the help of the drama activities, teachers could have a chance take the role of the some scientist and emphasized with their life conditions, the term and the position of the science in this term.
  • 14. Benefits of Drama ActivitiesDrama activities provide students tothink about science with questionsand guidance. Drama activities increase thecreativity and improve imagination ofchildren. With the help of drama, participantsincrease their awareness aboutthemselves and improve theirrelationships with others.
  • 15. References• Adıgüzel, H.Ö. (2006). The concept, components and states of creative drama. Creative Drama Journal. 1(1), 28-38• Odegaard, M. (2003). Dramatic Science: A critical review of drama in science education. Studies şn Science Education. 39, 75-100.• Nicholas, H. & Ng, W. (2008). Blending creativity, science and drama. Gifted and Talented International. 23(1), 51-59.• Baram-Tsabari, A. & Peleg, R. (2011). Atom surprise: using theatre in primary science education. J Sci Educ Technol, 20, 508-524.• Yılmaz, G. (2006). Fen bilgisi öğretmenliğinde drama yönteminin kullanımı. Yüksek Lisans Tezi, İlköğretim ABD.