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    Öğe
    Effects of story writing training on development of mathematical problem posing skills
    (Univ Peruana Union, 2023) Cevik, Arzu; Uygun, Tugba
    The purpose of the study is to examine the effects of story writing on preservice primary school teachers' problem posing skills. This study was designed based on the concurrent triangulation mixed design. In the qualitative part, document analysis was performed by analyzing the problems posed by the participants using Problem Posing Performance Rubric. The qualitative data were analyzed by content analysis in order to design this rubric. The themes identified by the content analysis were clarity, limpidness, unity, story writing style, fiction, elements of story and story arc for Turkish education and problem, sufficiency of information, mathematical appropriateness, pedagogical appropriateness, creativity, relatedness and operational and conceptual equilibrium for mathematical problem. The quantitative part of the study was performed by one-group pretest-posttest design as a kind of weak experimental research design. In this part, the quantitative data collected through the rubric were analyzed through descriptive statistics and paired-samples t-test. 50 participants were conducted to Problem Posing Instrument before and after four-week story writing training. Based on the findings of the current study, it was observed that story writing training improved the preservice primary school teachers' problem posing skills.
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    Öğe
    Examining The Effects of Creative Drama on Teacher Efficacy Belief, Critical Thinking Disposition, Emphatic Tendency and Reflective Thinking Tendency
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2024) Cevik, Arzu; Uygun, Tugba
    The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the perservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.