Erken Çocukluk Dönemi Fen Eğitiminde Drama ve Örnek Etkinlikler
Özet
Referanslar
Abed OH. Drama-based science teaching and ıts effect on students' understanding of scientific concepts and their attitudes towards science learning. International Education Studies, 2016;9(10): s.163-173. https://doi.org/10.5539/ies.v9n10p163.
Babaroğlu A, Metwalley EO. Erken çocukluk döneminde fen eğitimine ilişkin okul öncesi öğretmenlerinin görüşleri. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2018;11(1): 125-148. https://doi.org/ 10.17218/hititsosbil.389149.
Bertiz H. Erken çocukluk döneminde drama ve fen eğitimi. A. T. Orhan (Ed.). Erken çocuklukta fen eğitimi içinde. Ankara: Eğiten; 2018; s. 235-286.
Brown V. Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 2017;118(3): s.164-171. https://doi.org/ 10.1080/10632913.2016.1244780.
Burns DE, Reis SM. Developing a thinking skills component in the gifted education program. Roeper Review, 1991;14(2): s.72-79. http://www.tandfonline.com/loi/uror20.
Cokadar H, Cihan-Yılmaz G. Teaching ecosystems and matter cy cles with creative drama activities. Journal of Science Educational Technology, 2010;19: s.80-89. https://doi.org/10.1007/s10956-009-9181-3.
Costello PJ. Thinking skills and early childhood education. Philadelphia: Routledge; 2013.
Dağlıoğlu E, Çakır F. Erken çocukluk döneminde düşünme becerilerinden planlama ve derin düşünmenin geliştirilmesi. Eğitim ve Bilim, 2007;32(144): s.28-35.
Dere H, Ömeroğlu E. Okul öncesi dönemde fen- doğa- matematik çalışmaları. Ankara: Anı Yayıncılık; 2001.
Dewey J. Art as experience. New York: Penguin; 1934.
Eshach H, Fried MN. Should science be taught in early childhood? Journal of Science Education and Technology, 2005;14: 315-336.
Gelman R, Brenneman K. Science learning pathways for young children. Early Childhood Research Quarterly, 2004;19(1): s.150-158. https://doi.org/org/10.1016/j.ecresq.2004.01.009.
Ho KLC. Who has the power? A reflection on teaching drama improvisation with young children. Journal of Early Childhood Research, 2020;18(1): s.73-83. https://doi.org/10.1177/1476718X1 988871
Hong SY, Diamond KE. Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 2012;27(2): s.295-305. https://doi.org/10.1016/j.ecresq.2011.09.006.
Kermani H, Aldemir J. Preparing children for success: Integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 2015;185(9): s.1504-1527.
Lin HS, Lawrenz F, Lin SF, Hong ZR. Relationships among affective factors and preferred engagement in science-related activities. Public Understanding of Science, 2013;22(8): s.941-954. https://doi.org/ 10.1177/0963662511429412.
Littledyke M. Drama and science. Primary Science Review, 2004;84: s.14-17.
Martin R, Sexton C, Franklin T, Gerlovich J. Teaching science for all children: An inquiry approach. Pearson: Alyyn and Bacon; 2005.
MEB. Okul Öncesi Eğitim Programı, Ankara: Milli Eğitim Bakanlığı Yayınları; 2013.
Mirzaie RA, Hamidi F, Anaraki A. A study on the effect of science activities on fostering creativity in preschool children. Journal of Turkish Science Education, 2009;6(3): s.81-90.
Nosıch GM. Dsiplinlerarası eleştirel düşünme rehberi (Çev. B. Aybek). Ankar: Anı Yayıncılık; 2018.
Ødegaard M. Dramatic science: A critical review of drama in science education. Studies in Science Education, 2003;39: s.75. https://doi.org//10.1080/03057260308560196.
Oon PT, Hu BY, Wei B.Early childhood educators’ attitudes toward science teaching in Chinese schools. Australasian Journal of Early Childhood, 2019;44(4):s.423-435. https://doi.org/10.1177/183693911 9870890
Osborne RJ, Bell BF, Gilbert JK. Science teaching and children's views of the world. European Journal of Science Education, 1983;5(1): s.1-14. https://doi.org/10.1080/0140528830050101.
Özen Z. Çocuk ve drama. Y. Aktaş Arnas (Ed.). Yaratıcı drama ve yaratıcı dramaya ilişkin bazı kavramlar içinde (s. 64-82). Erzurum: Atatürk Üniversitesi Açıköğretim Fakültesi Yayınları; 2020.
Özsoy G, Günindi Y. Okulöncesi öğretmen adaylarının üstbilişsel farkındalık düzeyleri. Elementary Education Online, 2011;10(2): s.430-440.
Pinciotti P. Creative drama and young children: The dramatic learning connection. Arts Education Policy Review, 1993;94(6): s.24-28. https://doi.org/10.1080/10632913.1993.9936938.
Scott LA. 21st Century learning for early childhood guide. 2017. http://www.p21.org/storage/documents/EarlyLearning_Framework/P21_ELF_Guide_Final.pdf.
Shaji MG, Indoshi FC. Conditions for implementation of the science curriculum in early childhood development and education centres in Kenya. Contemporary Issues in Early Childhood, 2008;9(4): s.389-399. https://doi.org/10.2304/ciec.2008.9.4.389.
Smith RF. Early childhood science education: A Piagetian perspective. Young Children, 1981: s.3-10.
Spektor-Levy O, Baruch YK, Mevarech Z. Science and scientific curiosity in preschool—The teacher’s point of view. International Journal of Science Education, 2013;35: s.2226-2253. https://doi.org/10.1080/09500693.2011.631608.
Taslaman C. Evrim teorisi, felsefe ve Tanrı. İstanbul: İstanbul Yayınevi; 2016.
Taşkin-Can B. The effects of using creative drama in science education on students' achievements and scientific process skills. Elementary Education Online, 2013;12(1): s.120-131. https://dergipark.org.tr/tr/ download/article-file/90514.
Toivanen T, Halkilahti L, Ruismäki H. Creative pedagogy-Supporting children’s creativity through drama. The European Journal of Social & Behavioural Sciences. 2013; s.1168-1179. http://dx.doi.org/10.15405/ejsbs.96.
Uyanık Ö, Kandır A. Okul öncesi dönemde erken akademik beceriler. Kuramsal Eğitimbilim Dergisi, 2010;3(2): s.118-134.
Ünal M. Erken çocuklukta fen ve matematik eğitimi (s. 1-23). İstanbul: İstanbul Üniversitesi Açık ve Uzaktan Eğitim Fakültesi Yayınları; 2010.
Varelas M, Pappas CC, Tucker‐Raymond E, Kane J, Hankes J, Ortiz I, Keblawe‐Shamah N. Drama activities as ideational resources for primary‐grade children in urban science classrooms. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 2010;47(3): s.302-325. https://doi.org/10.1002/tea.20336.
Veenman MV, Wilhelm P, Beishuizen JJ. The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 2004;14(1): s.89-109. https://doi.org/10.1016/j.learninstruc.2003.10.004.
Zalta G. Using drama with children. In: English teaching forum (Vol. 44, No. 2, p. 24). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs; 2006.
Referanslar
Abed OH. Drama-based science teaching and ıts effect on students' understanding of scientific concepts and their attitudes towards science learning. International Education Studies, 2016;9(10): s.163-173. https://doi.org/10.5539/ies.v9n10p163.
Babaroğlu A, Metwalley EO. Erken çocukluk döneminde fen eğitimine ilişkin okul öncesi öğretmenlerinin görüşleri. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2018;11(1): 125-148. https://doi.org/ 10.17218/hititsosbil.389149.
Bertiz H. Erken çocukluk döneminde drama ve fen eğitimi. A. T. Orhan (Ed.). Erken çocuklukta fen eğitimi içinde. Ankara: Eğiten; 2018; s. 235-286.
Brown V. Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 2017;118(3): s.164-171. https://doi.org/ 10.1080/10632913.2016.1244780.
Burns DE, Reis SM. Developing a thinking skills component in the gifted education program. Roeper Review, 1991;14(2): s.72-79. http://www.tandfonline.com/loi/uror20.
Cokadar H, Cihan-Yılmaz G. Teaching ecosystems and matter cy cles with creative drama activities. Journal of Science Educational Technology, 2010;19: s.80-89. https://doi.org/10.1007/s10956-009-9181-3.
Costello PJ. Thinking skills and early childhood education. Philadelphia: Routledge; 2013.
Dağlıoğlu E, Çakır F. Erken çocukluk döneminde düşünme becerilerinden planlama ve derin düşünmenin geliştirilmesi. Eğitim ve Bilim, 2007;32(144): s.28-35.
Dere H, Ömeroğlu E. Okul öncesi dönemde fen- doğa- matematik çalışmaları. Ankara: Anı Yayıncılık; 2001.
Dewey J. Art as experience. New York: Penguin; 1934.
Eshach H, Fried MN. Should science be taught in early childhood? Journal of Science Education and Technology, 2005;14: 315-336.
Gelman R, Brenneman K. Science learning pathways for young children. Early Childhood Research Quarterly, 2004;19(1): s.150-158. https://doi.org/org/10.1016/j.ecresq.2004.01.009.
Ho KLC. Who has the power? A reflection on teaching drama improvisation with young children. Journal of Early Childhood Research, 2020;18(1): s.73-83. https://doi.org/10.1177/1476718X1 988871
Hong SY, Diamond KE. Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 2012;27(2): s.295-305. https://doi.org/10.1016/j.ecresq.2011.09.006.
Kermani H, Aldemir J. Preparing children for success: Integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 2015;185(9): s.1504-1527.
Lin HS, Lawrenz F, Lin SF, Hong ZR. Relationships among affective factors and preferred engagement in science-related activities. Public Understanding of Science, 2013;22(8): s.941-954. https://doi.org/ 10.1177/0963662511429412.
Littledyke M. Drama and science. Primary Science Review, 2004;84: s.14-17.
Martin R, Sexton C, Franklin T, Gerlovich J. Teaching science for all children: An inquiry approach. Pearson: Alyyn and Bacon; 2005.
MEB. Okul Öncesi Eğitim Programı, Ankara: Milli Eğitim Bakanlığı Yayınları; 2013.
Mirzaie RA, Hamidi F, Anaraki A. A study on the effect of science activities on fostering creativity in preschool children. Journal of Turkish Science Education, 2009;6(3): s.81-90.
Nosıch GM. Dsiplinlerarası eleştirel düşünme rehberi (Çev. B. Aybek). Ankar: Anı Yayıncılık; 2018.
Ødegaard M. Dramatic science: A critical review of drama in science education. Studies in Science Education, 2003;39: s.75. https://doi.org//10.1080/03057260308560196.
Oon PT, Hu BY, Wei B.Early childhood educators’ attitudes toward science teaching in Chinese schools. Australasian Journal of Early Childhood, 2019;44(4):s.423-435. https://doi.org/10.1177/183693911 9870890
Osborne RJ, Bell BF, Gilbert JK. Science teaching and children's views of the world. European Journal of Science Education, 1983;5(1): s.1-14. https://doi.org/10.1080/0140528830050101.
Özen Z. Çocuk ve drama. Y. Aktaş Arnas (Ed.). Yaratıcı drama ve yaratıcı dramaya ilişkin bazı kavramlar içinde (s. 64-82). Erzurum: Atatürk Üniversitesi Açıköğretim Fakültesi Yayınları; 2020.
Özsoy G, Günindi Y. Okulöncesi öğretmen adaylarının üstbilişsel farkındalık düzeyleri. Elementary Education Online, 2011;10(2): s.430-440.
Pinciotti P. Creative drama and young children: The dramatic learning connection. Arts Education Policy Review, 1993;94(6): s.24-28. https://doi.org/10.1080/10632913.1993.9936938.
Scott LA. 21st Century learning for early childhood guide. 2017. http://www.p21.org/storage/documents/EarlyLearning_Framework/P21_ELF_Guide_Final.pdf.
Shaji MG, Indoshi FC. Conditions for implementation of the science curriculum in early childhood development and education centres in Kenya. Contemporary Issues in Early Childhood, 2008;9(4): s.389-399. https://doi.org/10.2304/ciec.2008.9.4.389.
Smith RF. Early childhood science education: A Piagetian perspective. Young Children, 1981: s.3-10.
Spektor-Levy O, Baruch YK, Mevarech Z. Science and scientific curiosity in preschool—The teacher’s point of view. International Journal of Science Education, 2013;35: s.2226-2253. https://doi.org/10.1080/09500693.2011.631608.
Taslaman C. Evrim teorisi, felsefe ve Tanrı. İstanbul: İstanbul Yayınevi; 2016.
Taşkin-Can B. The effects of using creative drama in science education on students' achievements and scientific process skills. Elementary Education Online, 2013;12(1): s.120-131. https://dergipark.org.tr/tr/ download/article-file/90514.
Toivanen T, Halkilahti L, Ruismäki H. Creative pedagogy-Supporting children’s creativity through drama. The European Journal of Social & Behavioural Sciences. 2013; s.1168-1179. http://dx.doi.org/10.15405/ejsbs.96.
Uyanık Ö, Kandır A. Okul öncesi dönemde erken akademik beceriler. Kuramsal Eğitimbilim Dergisi, 2010;3(2): s.118-134.
Ünal M. Erken çocuklukta fen ve matematik eğitimi (s. 1-23). İstanbul: İstanbul Üniversitesi Açık ve Uzaktan Eğitim Fakültesi Yayınları; 2010.
Varelas M, Pappas CC, Tucker‐Raymond E, Kane J, Hankes J, Ortiz I, Keblawe‐Shamah N. Drama activities as ideational resources for primary‐grade children in urban science classrooms. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 2010;47(3): s.302-325. https://doi.org/10.1002/tea.20336.
Veenman MV, Wilhelm P, Beishuizen JJ. The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 2004;14(1): s.89-109. https://doi.org/10.1016/j.learninstruc.2003.10.004.
Zalta G. Using drama with children. In: English teaching forum (Vol. 44, No. 2, p. 24). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs; 2006.
