Information Package / Course Catalogue
| Course Code | : İFB623 |
| Course Type | : Area Elective |
| Couse Group | : Third Cycle (Doctorate Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 8 |
At the end of this course students will be able to do a lesson plan based on drama in education with the appropriate content on science curriculum.
Root of drama art and drama in science education History of drama in science education in Turkey and in the World Dorothy Heathcote and “Mantle of the Expert” Definition of the concept “process drama” and principles of practice. Discussion of relationship between drama in science education and learning and teaching. Discussion of relationship between drama in education and science education curriculum. Basic techniques used for drama in science education. Improvisation as a form of art and a technique in science education Puppet and Mask: use of puppet and mask as a form of art on drama in science education. Use of stories, legends and poems in drama: examples of literary scripts. Configuration of a drama lesson: Examination of the sample lesson plans. Designing of a drama lesson in science education. Looking through the national labors in the field of drama in science education. Looking through the foreign labors in the field of drama in science education. Planning a teaching and learning process based on drama in science education.
| 1. | Semantic knowledge about basic concepts of drama in science education. |
| 2. | To be able to comprehend the history of the concept of drama in science education in the world |
| 3. | To be able to comprehend the history of the concept of drama in education in Turkey |
| 4. | To be able to comprehend the definition and usage principles of Mantle of the Expert Approach in science education |
| 5. | To be able to explain the definition and the basic principles of process drama. |
| 6. | To be able to explain the relationship of drama in science education and teaching and learning. |
| 1. | Şener, S. (1993). Oyundan Düşünceye, Gündoğan Yayınları, Ankara. |
| 2. | McCaslin, N. (1999). Creative Drama and Beyond, Longman. |
| 3. | Editör, Ali Öztürk. (2003). Çocukta Yaratıcılık ve Drama, Açıköğretim Fakültesi Okul Öncesi Öğretmenliği Lisans Programı, Anadolu Üniversitesi, Eskişehir. |
| 4. | Bowell, P., Heap, B. S. (2001). Planning Process Drama, David Fulton publishers, London. |
| 5. | Somers, J. (1994). Drama in The Curriculum, Cassel Educational limited. |
| 6. | Egri, L. (1996). Piyes Yazma Sanatı, Papirüs Yayınları, Ankara. |
| 7. | Nutku, Ö. (2001). Dram Sanatı: Tiyatroya Giriş, Kabalcı Yayınevi, İstanbul. |
| 8. | Altınay, D. (1999). Psikodrama Grup Terapisi 300 Isınma Oyunu, Sistem Yayıncılık, İstanbul. |
| 9. | Wagner, B. J. (1999). Dorothy Heathcote-Drama as a Learning Medium, Calendar Island Publishers. |
| 10. | Bloomfield, A., Childs, J. (2000), Teaching Integrated Arts in the Primary School, David Fulton publishers, London.Krathwohl. (1972). |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 13 | 0 | 3 | 39 |
| Assignment | 2 | 0 | 4 | 8 |
| Individual Work | 13 | 0 | 5 | 65 |
| Midterm Examination | 1 | 40 | 4 | 44 |
| Final Examination | 1 | 40 | 4 | 44 |
| TOTAL WORKLOAD (hours) | 200 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | |
OÇ-1 | 3 | 3 | |||||||||
OÇ-2 | 3 | 4 | 3 | 4 | |||||||
OÇ-3 | 3 | 4 | 3 | 4 | |||||||
OÇ-4 | 4 | 5 | 3 | 5 | |||||||
OÇ-5 | 4 | 5 | 3 | 5 | |||||||
OÇ-6 | 3 | 5 | 5 | 4 | 4 | 3 | |||||