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Yıl 2022, Cilt 9, Sayı 2, 395 - 411, 03.06.2022
https://doi.org/10.33200/ijcer.1050748

Öz

Kaynakça

  • Akgün, A. (2016). Investigation of the Secondary School Students’ Images of Scientists. International Journal of Progressive Education, 12 (1), 64-72. https://eric.ed.gov/?id=EJ1090811
  • Amaral, S. V., Montenegro, M., Forte, T., Freitas, F., & Teresa Girao da Cruz, M. (2017). Science in theatre – An art project with researchers. Journal of Creative Communications, 12(1), 1–18. https://doi.org/10.1177/0973258616688966
  • Ambusaidi, A., Al-muqeemı, F., & Al-salmı, M. (2015). Investigation into Omani Secondary School Students' Perceptions of Scientists and Their Work. International Journal of Instruction, 8(1), 173-188. https://doi.org/10.12973/iji.2015.8113a
  • Belliveau, G., & Lea, G.W. (2011). Research-based theatre in education. In S. Schonmann (Ed.) Key concepts in theatre/drama education (pp.333-338). Netherlands: Sense Publishers.
  • Bennett, J., & Hogarth, S. (2009). Would you talk to a scientist at a party? High school students “attitudes to school science”. International Journal of Science Education, 31(14), 1975–1998. https://doi.org/10.1080/09500690802425581
  • Borrow, J., & Russo, P. (2015). A blueprint for public engagement appraisal: Supporting research careers. Cornell University, 1–17. https://arxiv.org/abs/1510.02017v1 Braund, M. (2015). Drama and learning science: An empty space? British Educational Research Journal, 41(1), 102–121. https://doi.org/10.1002/berj.3130
  • Brodie, E. (2010). Learning science through history. Primary Science, (111), 25–27. https://www.ase.org.uk/resources/primary-science/issue-111/learning-science-through-history
  • Büyüköztürk, Ş. (2008). Data analysis for social studies (10th edition). Pegem Academy.
  • Clark, V. L. P., & Ivankova, N. V. (2016). Mixed Methods Research: A Guide to the Field (1st ed.). Thousand Oaks: SAGE Publications, Inc.
  • Creswell, J. W., & Plano Clark, V. L. (2014). In Y. Dede, & S. B. Demir (Eds.), Designing and conducting mixed methods research. Anı Publishing.
  • Çokluk, Ö, Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Multivariate statistics for social sciences: SPSS and LISREL applications (Vol. 2). Pegem Academy.
  • Dagher, Z. R., & Erduran, S. (2016). Reconceptualizing the nature of science for science education. Science and Education, 25(1–2), 147–164. https://doi.org/10.1007/s11191-015-9800-8
  • Danckwardt-Lillieström, K., Andrée, M., & Enghag, M. (2020). The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school. International Journal of Science Education, 42(11), 1862–1894. https://doi.org/10.1080/09500693.2020.1792578
  • Dawson, E., Hill, A., Barlow, J., & Weitkamp, E. (2009). Genetic testing in a drama and discussion workshop: Exploring knowledge construction. Research in Drama Education, 14(3), 361–390. https://doi.org/10.1080/13569780903072174
  • Dhanapal, S., Kanapathy, R., & Mastan, J. (2014). A study to understand the role of visual arts in the teaching and learning of science. Asia-Pacific Forum on Science Learning and Teaching, 15 (2), 1–25. https://eric.ed.gov/?id=EJ1053328
  • Dorion, K. R. (2009). Science through drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons. International Journal of Science Education, 31(16), 2247–2270. https://doi.org/10.1080/09500690802712699
  • Fraenkel, J. ve Wallen, N. (2008). How to design and evaluate research in education. (7th Ed.). USA: McGraw-Hill Companies, Inc.
  • Fulton, Lori A., & Simpson-Steele, J. (2016). Reconciling the Divide: Common Processes in Science and Arts Education. The STEAM Journal, 2(2), 1-8. https://doi.org/10.5642/steam.20160202.03
  • Fung, Y. Y. H. (2002). A Comparative Study of Primary and Secondary School Students' Images of Scientists. Research in Science & Technological Education, 20(2), 199-213. https://doi.org/10.1080/0263514022000030453
  • Gliner, J. A., Morgan, G. A., & Leech, N. L. (2015). Research methods in practice: An approach that integrates pattern and analysis. (Translation Editor: Turan, S.). Nobel Publishing.
  • Gemtou, E. (2014). Exploring the possibilities of postdramatic theater as educational means. International Journal of Education & the Arts, 15(12), 1-15. https://eric.ed.gov/?id=EJ1045916
  • Guerra, A., Braga, M., & Reis, J. C. (2013). History, philosophy, and science in a social perspective: A pedagogical project. Science and Education, 22(6), 1485–1503. https://doi.org/10.1007/s11191-012-9501-5
  • Güler, T., & Akman, B. (2006). 6 Year Old Children’s Views on Science and Scientists. Hacettepe University Journal of Education, 31(31), 55-66. https://dergipark.org.tr/tr/pub/hunefd/issue/7807/102395
  • Hendrix, R., Eick, C., & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23(7), 823–846. https://doi.org/10.1007/s10972-012-9292-1
  • Idin, S., & Aydogdu, C. (2016). Opinions of 7th Grade Students about Enriched Educational Practices in the Scope of Science Course. International Journal of Research in Education and Science (IJRES), 2(2), 345-358. https://eric.ed.gov/?id=EJ1105122
  • Karaçam, S., Aydın, F., & Digilli, A. (2014). Evaluation of Scientists Represented in Science Textbooks in Terms of Stereotype Scientist Image. Ondokuz Mayis University Journal of Faculty of Education, 33(2), 606-627. https://dergipark.org.tr/tr/pub/omuefd/issue/20279/214946
  • Kaya, N. O., Doğan, A., & Ocal, E. (2008). Turkish elementary school students’ images of scientists. Eurasian Journal of Educational Research, 32, 83-100.
  • Kruse, J. W. (2010). Historical short stories in the post- secondary biology classroom: Investigation of instructor and student use and views. Doctor of Philosophy, Iowa State University, Ames, Iowa.
  • Laçin Şimşek, C. (2011). Science and technology teachers' situation of integrating history of science into their lessons. International Online Journal of Educational Sciences, 3(2), 707-742. https://www.acarindex.com/dosyalar/makale/acarindex-1423904395.pdf
  • Lanza, T., Crescimbene, M., & D’Addezio, G. (2014). Bringing earth ınto the scene of a primary school: A science theatre experience. Science Communication, 36(1), 131–139. https://doi.org/10.1177/1075547012473841
  • Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interes in science. International Journal of Science Education, 32(5), 669–685. https://doi.org/10.1080/09500690902792385
  • Mc Gregor, D. (2012). Dramatising science learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five-to seven-year olds. International Journal of Science Education, 34(8), 1145–1165. https://doi.org/10.1080/09500693.2012.660751
  • McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second ed.). United States: Cambridge University Press.
  • Merriam, S. B. (2015). In S. Turan (Ed.), Qualitative research: A guide to pattern and practice. Nobel Publishing.
  • Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (third edition). United States: Pyrczak Publishing.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: SAGE Publications.
  • Neelands, J. (2007). Taming the political: The struggle over recognition in the politics of applied theatre. Research in Drama Education, 12(3), 305-317. https://doi.org/10.1080/13569780701560388
  • Odegaard, M. (2003). Dramatic science: A critical review of drama in science education. Studies in Science Education, 39(1), 75–101. https://doi.org/10.1080/03057260308560196
  • Ong, K. J., Chou, Y. C., Yang, D. Y., & Lin, C. C. (2020). Creative drama in science education: The effects on situational interest, career interest, and science-related attitudes of science majors and non-science majors. Eurasia Journal of Mathematics, Science and Technology Education, 16(4), 1–18 https://doi.org/10.29333/ejmste/115296
  • Öcal, E. (2007). Image and views of primary school 6th, 7th and 8th grade stıudents on scientists. Unpublished Master Dissertation. Gazi University, Ankara.
  • Öcal, E. (2014). The Impact Of Drama Method And Puppet/Karagöz Applications In Teaching The Topic Of “Our Body Systems” On Student Success and Attıtude. Unpublished Doctoral Dissertation. Gazi University, Ankara.
  • Özel, M. (2012). Children’s images of scientists: Does grade level make a difference? Educational Sciences: Theory& Practice, 12 (4), 3187–3198. https://eric.ed.gov/?id=EJ1003011
  • Özkan, B., Özeke, V., Güler, G., & Şenocak, E. (2017). Undergraduate Students’ Images of Scientist and Some Variables Affecting Their Images. Erzincan Üniversitesi Journal of Faculty of Education, 19(1), 146-165. https://doi.org/10.17556/erziefd.308669
  • Pallant, J. (2015). In S. Balcı, & B. Ahi (Eds.), SPSS user manual. Nobel Publishing.
  • Patton, M. Q. (2014). In M. Bütün, & S. B. Demir (Eds.), Qualitative research and evaluation methods. Pegem Academy Publishing.
  • Peleg, R., & Baram-Tsabari, A. (2011). Atom surprise: Using theatre in primary science education. Journal of Science Education and Technology, 20(5), 508–524. https://doi.org/10.1007/s10956-011-9299-y
  • Saldana, J. (2019). In A. T. Akcan, & S. N. Şad (Eds.), Handbook for qualitative researchers. Pegem Academy Publishing.
  • Segedin, L. (2017). Theatre as a vehicle for mobilizing knowledge in education. International Journal of Education & the Arts, 18(15), 1-12. https://eric.ed.gov/?id=EJ1140611
  • Sepel, L. M. N., Loreto, E. L. S., & Rocha, J. B. T. (2009). Using a replica of leeuwenhoek’s microscope to teach the history of science and to motivate students to discover the vision and the contributions of the first microscopists. CBE-Life Sciences Education, 8(4), 338–343. https://doi.org/10.1187/cbe.08-12-0070
  • Shen, J., & Wang, C. (2020). Interdisciplinary science learning International encyclopedia of Education (4th ed.). Elsevier.
  • Sloman, A. (2011). Using participatory theatre in international community development. Community Development Journal, 47(1), 42-57. https://doi.org/10.1093/cdj/bsq059
  • Şeker, H., & Güney, B. G. (2012). History of science in the physics curriculum: A directed content analysis of historical sources. Science & Education, 21(5), 683-703. https://eric.ed.gov/?id=EJ962195
  • Teke, H., Dogan, B., & Duran, A. (2015). Influence of the simulation method on 7th grade students' achievements in science and technology lessons. International Journal of Research in Education and Science (IJRES), 1(2), 111-118. https://files.eric.ed.gov/fulltext/EJ1105195.pdf
  • Thorndike, R. M., & Thorndike-Christ, T. (2010). Measurement and evaluation in psychology and Education (eighth edition). Pearson Education.
  • Tripp, B., & Shortlidge, E. E. (2019). A framework to guide undergraduate education in interdisciplinary science. CBE—Life Sciences Education, 18(3), 1–12. https://doi.org/10.1187/cbe.18-11-0226
  • Wang, H. A., & Cox-Petersen, A. M. (2002). A comparison of elementary, secondary and student teachers' perceptions and practices related to history of science instruction. Science & Education, 11(1), 69-81. https://doi.org/10.1023/A:1013057006644
  • Wang, H. A., & Marsh, D. D. (2002). Science instruction with a humanistic twist: teachers' perception and practice in using the history of science in their classrooms. Science & Education, 11(2), 169-189. https://doi.org/10.1023/A:1014455918130
  • White, V., & Belliveau, G. (2010). Whose story is it anyway? Exploring ethical dilemmas in performed research. Performing Ethos International Research Journal, 1(1), 85-95. https://doi.org/10.1386/peet.1.1.85_1
  • Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in the social sciences (10th edition). Seçkin Publishing.
  • Zhai, J., Jocz, J. A., & Tan, A. L. (2014). Am I like a scientist? : Primary children's images of doing science in school. International Journal of Science Education, 36(4), 553-576. https://doi.org/10.1080/09500693.2013.791958

An Artistic Approach to Secondary School Students’ Process of Discovering Scientists: Theatre and Science

Yıl 2022, Cilt 9, Sayı 2, 395 - 411, 03.06.2022
https://doi.org/10.33200/ijcer.1050748

Öz

The aim of this study was to examine the effects of science theatre plays on secondary school students’ attitudes towards the subject of science and their views on scientists. The study was conducted with 38 seventh grade secondary school students over a six-month period. The “Scale of Attitudes Towards the Subject of Science” and “Opinion Survey About Scientists” were used to collect the quantitative data, and the Wilcoxon signed-rank test was used for the analysis of the obtained data. For the collection of the qualitative data, the compositions written by the students and the researcher’s observation notes were used, and the obtained data were subjected to inductive content analysis. In the study, it was concluded that the science theatre plays were highly effective in increasing secondary school students’ attitudes towards the subject of science. On the other hand, it was determined that the activities had no effect on the students’ views about scientists. The results obtained from the qualitative data reveal the advantages of science theatre plays for students, as well as their contribution to students’ personal development. The findings were discussed in the light of the literature and recommendations were made for future research in line with the results.

Kaynakça

  • Akgün, A. (2016). Investigation of the Secondary School Students’ Images of Scientists. International Journal of Progressive Education, 12 (1), 64-72. https://eric.ed.gov/?id=EJ1090811
  • Amaral, S. V., Montenegro, M., Forte, T., Freitas, F., & Teresa Girao da Cruz, M. (2017). Science in theatre – An art project with researchers. Journal of Creative Communications, 12(1), 1–18. https://doi.org/10.1177/0973258616688966
  • Ambusaidi, A., Al-muqeemı, F., & Al-salmı, M. (2015). Investigation into Omani Secondary School Students' Perceptions of Scientists and Their Work. International Journal of Instruction, 8(1), 173-188. https://doi.org/10.12973/iji.2015.8113a
  • Belliveau, G., & Lea, G.W. (2011). Research-based theatre in education. In S. Schonmann (Ed.) Key concepts in theatre/drama education (pp.333-338). Netherlands: Sense Publishers.
  • Bennett, J., & Hogarth, S. (2009). Would you talk to a scientist at a party? High school students “attitudes to school science”. International Journal of Science Education, 31(14), 1975–1998. https://doi.org/10.1080/09500690802425581
  • Borrow, J., & Russo, P. (2015). A blueprint for public engagement appraisal: Supporting research careers. Cornell University, 1–17. https://arxiv.org/abs/1510.02017v1 Braund, M. (2015). Drama and learning science: An empty space? British Educational Research Journal, 41(1), 102–121. https://doi.org/10.1002/berj.3130
  • Brodie, E. (2010). Learning science through history. Primary Science, (111), 25–27. https://www.ase.org.uk/resources/primary-science/issue-111/learning-science-through-history
  • Büyüköztürk, Ş. (2008). Data analysis for social studies (10th edition). Pegem Academy.
  • Clark, V. L. P., & Ivankova, N. V. (2016). Mixed Methods Research: A Guide to the Field (1st ed.). Thousand Oaks: SAGE Publications, Inc.
  • Creswell, J. W., & Plano Clark, V. L. (2014). In Y. Dede, & S. B. Demir (Eds.), Designing and conducting mixed methods research. Anı Publishing.
  • Çokluk, Ö, Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Multivariate statistics for social sciences: SPSS and LISREL applications (Vol. 2). Pegem Academy.
  • Dagher, Z. R., & Erduran, S. (2016). Reconceptualizing the nature of science for science education. Science and Education, 25(1–2), 147–164. https://doi.org/10.1007/s11191-015-9800-8
  • Danckwardt-Lillieström, K., Andrée, M., & Enghag, M. (2020). The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school. International Journal of Science Education, 42(11), 1862–1894. https://doi.org/10.1080/09500693.2020.1792578
  • Dawson, E., Hill, A., Barlow, J., & Weitkamp, E. (2009). Genetic testing in a drama and discussion workshop: Exploring knowledge construction. Research in Drama Education, 14(3), 361–390. https://doi.org/10.1080/13569780903072174
  • Dhanapal, S., Kanapathy, R., & Mastan, J. (2014). A study to understand the role of visual arts in the teaching and learning of science. Asia-Pacific Forum on Science Learning and Teaching, 15 (2), 1–25. https://eric.ed.gov/?id=EJ1053328
  • Dorion, K. R. (2009). Science through drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons. International Journal of Science Education, 31(16), 2247–2270. https://doi.org/10.1080/09500690802712699
  • Fraenkel, J. ve Wallen, N. (2008). How to design and evaluate research in education. (7th Ed.). USA: McGraw-Hill Companies, Inc.
  • Fulton, Lori A., & Simpson-Steele, J. (2016). Reconciling the Divide: Common Processes in Science and Arts Education. The STEAM Journal, 2(2), 1-8. https://doi.org/10.5642/steam.20160202.03
  • Fung, Y. Y. H. (2002). A Comparative Study of Primary and Secondary School Students' Images of Scientists. Research in Science & Technological Education, 20(2), 199-213. https://doi.org/10.1080/0263514022000030453
  • Gliner, J. A., Morgan, G. A., & Leech, N. L. (2015). Research methods in practice: An approach that integrates pattern and analysis. (Translation Editor: Turan, S.). Nobel Publishing.
  • Gemtou, E. (2014). Exploring the possibilities of postdramatic theater as educational means. International Journal of Education & the Arts, 15(12), 1-15. https://eric.ed.gov/?id=EJ1045916
  • Guerra, A., Braga, M., & Reis, J. C. (2013). History, philosophy, and science in a social perspective: A pedagogical project. Science and Education, 22(6), 1485–1503. https://doi.org/10.1007/s11191-012-9501-5
  • Güler, T., & Akman, B. (2006). 6 Year Old Children’s Views on Science and Scientists. Hacettepe University Journal of Education, 31(31), 55-66. https://dergipark.org.tr/tr/pub/hunefd/issue/7807/102395
  • Hendrix, R., Eick, C., & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23(7), 823–846. https://doi.org/10.1007/s10972-012-9292-1
  • Idin, S., & Aydogdu, C. (2016). Opinions of 7th Grade Students about Enriched Educational Practices in the Scope of Science Course. International Journal of Research in Education and Science (IJRES), 2(2), 345-358. https://eric.ed.gov/?id=EJ1105122
  • Karaçam, S., Aydın, F., & Digilli, A. (2014). Evaluation of Scientists Represented in Science Textbooks in Terms of Stereotype Scientist Image. Ondokuz Mayis University Journal of Faculty of Education, 33(2), 606-627. https://dergipark.org.tr/tr/pub/omuefd/issue/20279/214946
  • Kaya, N. O., Doğan, A., & Ocal, E. (2008). Turkish elementary school students’ images of scientists. Eurasian Journal of Educational Research, 32, 83-100.
  • Kruse, J. W. (2010). Historical short stories in the post- secondary biology classroom: Investigation of instructor and student use and views. Doctor of Philosophy, Iowa State University, Ames, Iowa.
  • Laçin Şimşek, C. (2011). Science and technology teachers' situation of integrating history of science into their lessons. International Online Journal of Educational Sciences, 3(2), 707-742. https://www.acarindex.com/dosyalar/makale/acarindex-1423904395.pdf
  • Lanza, T., Crescimbene, M., & D’Addezio, G. (2014). Bringing earth ınto the scene of a primary school: A science theatre experience. Science Communication, 36(1), 131–139. https://doi.org/10.1177/1075547012473841
  • Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interes in science. International Journal of Science Education, 32(5), 669–685. https://doi.org/10.1080/09500690902792385
  • Mc Gregor, D. (2012). Dramatising science learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five-to seven-year olds. International Journal of Science Education, 34(8), 1145–1165. https://doi.org/10.1080/09500693.2012.660751
  • McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second ed.). United States: Cambridge University Press.
  • Merriam, S. B. (2015). In S. Turan (Ed.), Qualitative research: A guide to pattern and practice. Nobel Publishing.
  • Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (third edition). United States: Pyrczak Publishing.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: SAGE Publications.
  • Neelands, J. (2007). Taming the political: The struggle over recognition in the politics of applied theatre. Research in Drama Education, 12(3), 305-317. https://doi.org/10.1080/13569780701560388
  • Odegaard, M. (2003). Dramatic science: A critical review of drama in science education. Studies in Science Education, 39(1), 75–101. https://doi.org/10.1080/03057260308560196
  • Ong, K. J., Chou, Y. C., Yang, D. Y., & Lin, C. C. (2020). Creative drama in science education: The effects on situational interest, career interest, and science-related attitudes of science majors and non-science majors. Eurasia Journal of Mathematics, Science and Technology Education, 16(4), 1–18 https://doi.org/10.29333/ejmste/115296
  • Öcal, E. (2007). Image and views of primary school 6th, 7th and 8th grade stıudents on scientists. Unpublished Master Dissertation. Gazi University, Ankara.
  • Öcal, E. (2014). The Impact Of Drama Method And Puppet/Karagöz Applications In Teaching The Topic Of “Our Body Systems” On Student Success and Attıtude. Unpublished Doctoral Dissertation. Gazi University, Ankara.
  • Özel, M. (2012). Children’s images of scientists: Does grade level make a difference? Educational Sciences: Theory& Practice, 12 (4), 3187–3198. https://eric.ed.gov/?id=EJ1003011
  • Özkan, B., Özeke, V., Güler, G., & Şenocak, E. (2017). Undergraduate Students’ Images of Scientist and Some Variables Affecting Their Images. Erzincan Üniversitesi Journal of Faculty of Education, 19(1), 146-165. https://doi.org/10.17556/erziefd.308669
  • Pallant, J. (2015). In S. Balcı, & B. Ahi (Eds.), SPSS user manual. Nobel Publishing.
  • Patton, M. Q. (2014). In M. Bütün, & S. B. Demir (Eds.), Qualitative research and evaluation methods. Pegem Academy Publishing.
  • Peleg, R., & Baram-Tsabari, A. (2011). Atom surprise: Using theatre in primary science education. Journal of Science Education and Technology, 20(5), 508–524. https://doi.org/10.1007/s10956-011-9299-y
  • Saldana, J. (2019). In A. T. Akcan, & S. N. Şad (Eds.), Handbook for qualitative researchers. Pegem Academy Publishing.
  • Segedin, L. (2017). Theatre as a vehicle for mobilizing knowledge in education. International Journal of Education & the Arts, 18(15), 1-12. https://eric.ed.gov/?id=EJ1140611
  • Sepel, L. M. N., Loreto, E. L. S., & Rocha, J. B. T. (2009). Using a replica of leeuwenhoek’s microscope to teach the history of science and to motivate students to discover the vision and the contributions of the first microscopists. CBE-Life Sciences Education, 8(4), 338–343. https://doi.org/10.1187/cbe.08-12-0070
  • Shen, J., & Wang, C. (2020). Interdisciplinary science learning International encyclopedia of Education (4th ed.). Elsevier.
  • Sloman, A. (2011). Using participatory theatre in international community development. Community Development Journal, 47(1), 42-57. https://doi.org/10.1093/cdj/bsq059
  • Şeker, H., & Güney, B. G. (2012). History of science in the physics curriculum: A directed content analysis of historical sources. Science & Education, 21(5), 683-703. https://eric.ed.gov/?id=EJ962195
  • Teke, H., Dogan, B., & Duran, A. (2015). Influence of the simulation method on 7th grade students' achievements in science and technology lessons. International Journal of Research in Education and Science (IJRES), 1(2), 111-118. https://files.eric.ed.gov/fulltext/EJ1105195.pdf
  • Thorndike, R. M., & Thorndike-Christ, T. (2010). Measurement and evaluation in psychology and Education (eighth edition). Pearson Education.
  • Tripp, B., & Shortlidge, E. E. (2019). A framework to guide undergraduate education in interdisciplinary science. CBE—Life Sciences Education, 18(3), 1–12. https://doi.org/10.1187/cbe.18-11-0226
  • Wang, H. A., & Cox-Petersen, A. M. (2002). A comparison of elementary, secondary and student teachers' perceptions and practices related to history of science instruction. Science & Education, 11(1), 69-81. https://doi.org/10.1023/A:1013057006644
  • Wang, H. A., & Marsh, D. D. (2002). Science instruction with a humanistic twist: teachers' perception and practice in using the history of science in their classrooms. Science & Education, 11(2), 169-189. https://doi.org/10.1023/A:1014455918130
  • White, V., & Belliveau, G. (2010). Whose story is it anyway? Exploring ethical dilemmas in performed research. Performing Ethos International Research Journal, 1(1), 85-95. https://doi.org/10.1386/peet.1.1.85_1
  • Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in the social sciences (10th edition). Seçkin Publishing.
  • Zhai, J., Jocz, J. A., & Tan, A. L. (2014). Am I like a scientist? : Primary children's images of doing science in school. International Journal of Science Education, 36(4), 553-576. https://doi.org/10.1080/09500693.2013.791958

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Articles
Yazarlar

Erdinç ÖCAL> (Sorumlu Yazar)
MUŞ ALPARSLAN ÜNİVERSİTESİ
0000-0001-6940-4036
Türkiye

Destekleyen Kurum TÜBİTAK
Proje Numarası 118B249
Teşekkür This study was carried out with the “Science on the Stage” project numbered 118B249, which was supported within the framework of the TÜBİTAK 4004 Nature Education and Science Schools programme. I would like to thank my colleagues, Assoc. Prof. Dr. Ayça KARTAL, Assoc. Prof. Dr. Bekir YILDIRIM and Research Asst. Furkan ATMACA, who contributed to the study with their valuable ideas at every stage of the research and whose moral support I have always felt.
Yayımlanma Tarihi 3 Haziran 2022
Yayınlandığı Sayı Yıl 2022, Cilt 9, Sayı 2

Kaynak Göster

APA Öcal, E. (2022). An Artistic Approach to Secondary School Students’ Process of Discovering Scientists: Theatre and Science . International Journal of Contemporary Educational Research , 9 (2) , 395-411 . DOI: 10.33200/ijcer.1050748

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Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868