Eğitimde Drama Yolu ile Tarihsel Empatiyi Beslemek: Lise Birinci Sınıf Öğrencileriyle Bir Eylem Araştırması (original) (raw)
Related papers
2011
The action-research study presented in this article illustrates how drama in education might be used to foster historical empathy in high-school first-grade students. For the purposes of this action research, four scenarios based on drama-in-education techniques were designed and applied on a sample of twenty-two students. The analysis of the findings showed that the students’ understanding of historical contexts and different viewpoints on the past -both of which comprise important aspects of historical empathy- can be significantly encouraged by a drama-based instruction, as long as the students become engaged in activities that bring them to delve into a specific historical era, thus propelling them towards the study of historical sources.
Drama in Education and Its Influence on Adolescents’ Empathy
Randwick International of Education and Linguistics Science Journal, 2020
Drama in education can trigger feelings and provoke thoughts in the school classroom. Children are invited to use their minds and senses and get in touch with their emotions. The participants, who get engaged in such an endeavour, undergo a transformation by impersonating different characters, fictional or real-life and come up with a variety of solutions to problems in a fictional framework. Through this process the students’ empathy could be developed. The present case study using qualitative research techniques analyzes the outcome of a practical implementation through drama in a Greek Secondary School. The main research question was whether and to what extent educational drama can influence in a positive way middle adolescents’ empathy. The research findings showed that the use of drama supported the participants to realize the importance of a specific social situation, and helped them grasp the difference between cognitive and emotional empathy.
The Impact of Drama Pedagogy on Student Achievement, Attitude, and Empathy: An Action Research Study
2019
DEBORAH J. GASCON ABSTRACT This action research study evaluated a problem of practice which emerged from the apathy and passive responses of students to reading classic literature in the high school English classroom. Teachers instructed while students received information with little investment on their part. The purpose of this study was to determine how to help students read closer and develop a deeper comprehension of literature while tapping into the affective domain.
Drama, school and social change: Theoretical approaches to learning in history and culture
As a cultural mode, in its diverse styles and forms and presented to audiences in various ways, drama is pervasive and prevalent in contemporary life. In some education, it is now embedded in the school curriculum and is increasingly popular with students. What are the theories that can be used to describe and analyse cultural and historical effects on the learning of drama? An example is taken from a drama lesson in school, analysed from a cultural and historical perspective and drawing from the work of the Russian psychologist Vygotsky and the cultural theorist Raymond Williams. Working with ideas drawn from Vygotsky's work on drama and the development of mind and Williams' view of the place of drama in contemporary culture, this paper makes an argument for historical and cultural approaches to drama and learning. It is an approach that is particularly applicable to schooling and has implications for the exploration and explication of the relation between drama, learning...
The effects of drama method on the academic achievement in ninth graders history course
2021
This research aimed to present how using the drama method in high school history courses affected student achievement. The descriptive study utilized data collected with quasi-experimental design in quantitative method and made use of data based on content analysis in qualitative method. The study group of the research consisted of 59 students in 9/K (experimental) and 9/G (control) classes, selected through simple non-random sampling method from a state high school in Çankaya District of Ankara Province in the 2017-2018 academic year. The research was limited to the unit of “Eurasia in the First and Middle Ages” in the 9th grade History Course. The data obtained at the end of the eight-week implementation process were collected with pre and post academic achievement tests, focus group interviews and researcher observations. Quantitative data on academic achievement were analyzed with the SPSS 15.00 (Statistical Package for the Social Sciences) Package Program, focus group interview...
Activity Models about Using Drama Method in History Lessons
With the standing in the forefront of student based constructivist approach in educational field, manner and skill became more important than information. This new approach has been tried to be applied to secondary education history lessons with the help of curriculum renewal studies which has begun in September 2007.In these studies teachers are ignored by not giving sufficient information, explanation and example about this new approach and curriculum.It is very important to share the information on new curriculums and books with the students. By taking this problem in to consideration, the course of history lessons and the perspective of the students towards the history lessons will be changed and models will be shown about using actively the drama teaching method. Authentic examples are chosen suitable with the 9th grade history class books.
The Construction of Historical Empathy in Learning History
Indonesian Journal of History Education, 2023
This study aims to map the ability of historical empathy in learning the history of global diversity. This article adopts qualitative research with literature review method. The steps in this method are: first, identifying the formulation of the problem; second, identifying relevant research; third, selecting studies; fourth, mapping the data; and fifth, compiling, summarizing, and reporting the results. The results of the study describe the definition of historical empathy, the construction of the concept of historical empathy in the formation of the character of global diversity, and the practice of historical empathy with insight into global diversity, which includes relevant learning models, learning resources, and appropriate learning materials. The Learning Model includes introduction, investigation, display, and reflection. Learning resources are recommended through films or museums and must be adapted to learning materials. The implications of this study as a reference material for history teachers in learning design who want to develop historical empathy skills, especially based on global diversity in order to strengthen the character of “Profil Pelajar Pancasila” for students who are tolerant, democratic, open-minded, and critical thinking.