Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2004
Öğrenci: ASUMAN DUATEPE
Danışman: BEHİYE UBUZ
Özet:The aims of this study were to investigate the effects of drama based instruction on seventh grade students̕ achievement on geometry (angles and polygons; circle and cylinder), retention of achievement, van Hiele geometric thinking level, attitudes toward mathematics and attitudes toward geometry compared to the traditional teaching; to get the students̕ views related to the effects of drama based instruction on their learning, friendship relations, awareness of themselves, and the role of teacher and students; and to get the view of teacher who was present in the classroom during the treatment on drama based instruction. The study was conducted on three seventh grade classes from a public school in the 2002-2003 academic year, lasting 30 lesson hours (seven and a half week). v The data were collected through angles and polygons; and circle and cylinder achievement tests, the van Hiele geometric thinking level test, mathematics and geometry attitude scale, and interviews. The quantitative analyses were carried out by using two multivariate covariance analyses. The results revealed that drama based instruction had a significant effect on students̕ angles and polygons achievement, circle and cylinder achievement, retention of these achievement, van Hiele geometric thinking level, mathematics attitude, and geometry attitude compared to the traditional teaching. According to the interview responses of the experimental group students and the classroom teacher, significantly better performance of the experimental group students was attributable to the potential of the drama based instruction to make learning easy and understanding better by; supporting active involvement, creating collaborative studying environment, giving chance to improvise daily life examples, giving opportunity to communicate, providing meaningful learning, supporting long-lasting learning and providing