Yaratıcı Drama İle Bütünleştirilmiş İletişim Becerileri Eğitiminin Çocuk Gelişimi ve Eğitimi Bölümü Öğrencilerinin İletişim Becerilerine Etkisinin İncelenmesi
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Dosyalar
Tarih
2010
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, yaratıcı drama ile bütünleştirilmiş iletişim becerileri eğitiminin, Çocuk Gelişimi ve Eğitimi bölümü öğrencilerinin iletişim becerilerine etkisinin olup olmadığının incelenmesi amaçlanmıştır. Araştırma, “öntest-sontest kontrol gruplu deneme modeli” ile çalışılmıştır. Araştırmanın örneklemi Selçuk Üniversitesi Mesleki Eğitim Fakültesi Çocuk Gelişimi ve Eğitimi Öğretmenliğinde okuyan öğrencilerden oluşmaktadır. Deney grubu 24 öğrenciden, kontrol grubu 24 öğrenciden oluşmaktadır. Deney grubu öğrencilerine 8 hafta boyunca 90 dakikalık yaratıcı drama ile bütünleştirilmiş iletişim becerileri eğitim programı uygulanmıştır. Uygulanan eğitim programında, öğrencilerin iletişim becerilerini geliştirebileceği düşünülen tanışma, kaynaşma, kendini ve duygularını tanıma, anlama, duyguları ifade edebilme, kendine ilişkin farkındalık geliştirme, gruba uyma, liderlik yapma, lideri izleme, grubun devamlılığı için strateji geliştirme, göz kontağı kurabilme, jest ve mimikleri kullanma, beden dilini kullanma, sözsüz iletişim, kendine ve gruba güven duyma, iletişimin kendisi için anlamını ifade etme, başkalarını anlama, empati kurabilme, farklı açılardan bakabilme, iletişim engellerini tanıma ve çözüm getirebilme ve dinleme becerilerinin geliştirilmesi hedeflenmiş ve programda bu becerilere yer verilmiştir. Deney ve kontrol gruplarına eğitim programı öncesi öntest , 8 hafta sonunda da sontest uygulanmıştır. Veri toplama aracı olarak, öğrencilerin iletişim becerilerini ölçmek amacıyla Korkut (1997) tarafından yetişkinlere uyarlanan “İletişim Becerileri Değerlendirme Ölçeği (İBDÖ)” kullanılmıştır. Ölçek 25 maddeden oluşan ve “her zaman (5), sıklıkla (4), bazen (3), nadiren (2), hiçbir zaman(1)” şeklinde sıralanan 5’li likert tipi bir ölçektir. Ölçekten alınan yüksek puan öğrencilerin iletişim becerilerinde daha başarılı olduklarını göstermektedir. Verilerin analizinden elde edilen bulgular yaratıcı drama yöntemi ile verilen iletişim becerileri eğitiminin öğrencilerin iletişim becerileri puanlarını yükselttiği sonucunu ortaya çıkarmıştır.
Human beings are social entity so they try to make the world meaningful through their communication with other people; because the contexts they are involved relations among them. People contact with each other via transferring information with opposite parties. So the need to express themselves and understand others is also a part of their nature and forced them to communicate (Cüceloğlu, 1995). Individuals are successful as far as they realize and express their feelings and thoughts, considering thoughts of the opposite party and adjust their behaviors according to existing ambient (Signe and Van Schaik, 2000). It has been stated that the underline reasons of ineffective communication are cognitive, perceptive, emotinal, unconscious needs, personal factors, roles, social and physical environment, quality of message and communication skills (Dökmen, 1996; Çam, 1997). Having desired communication skills for the individuals is only possible through education. Creative drama is only one of the methods which are used for this education. The creative drama means animating any subject through benefiting from techniques as adlib, role playing basing on a group or group members. In the animating periods, general features of play are displayed and creative drama is achieved according to the aim of the study and the structure of the group (Adıgüzel, 2006). There is possibility of using all kinds of communication elements at the drama periods. All creative drama facilities base on verbal or nonverbal communication. The people who participate in this period initially realize their feelings, thoughts and bodys and realize other’s. The creative is a way sharing information. (Üstündağ, 2001). In this study, it is aimed to examine whether the communication skills which was integrated with creative drama has any effect on communication skills of the students of Child Development and Education Teaching Department. In this study, “Experimental model with Pretest-Post test control group” was used. The participants of the study are Selçuk University, Faculty of Vocational Education students. The experiment group includes 24 students and the control group includes 24 students. The experiment group students were applied communication skills education program that was integrated with 90 minutes creative drama for 8 weeks. At the applied educational program the following skills were aimed to develop: introducing himself, recognizing himself and his feelings, understanding and expressing his feelings, developing awareness about himself, adopting to group, applying leadership, following the leader, developing strategies for continuity of the group, establishing eye contact, using gesture and facial expressions, using body language for nonverbal communication, trusting himself and group members, understanding others, establishing rapport with others, recognizing communication obstacles and their resolution and developing listening skills. The pretest was applied to experiment and control groups before educational program. At the end of 8 weeks both groups were applied post-test. The communication skills inventory was applied to measure pretest and final test communication skills. “Evaluating Communication Skills Scale (İBDÖ)” that was adapted to adults by Korkut (1997) was used as Data Gathering Tool to measure communication skill of the students. The scale composes 25 items and has 5 point likert scale as “always (5), frequently (4), sometimes (3), seldom (2), never (1)”. The high point that is received from scale shows that the students are more successful at the communication skills (Korkut, 1997). The data has been evaluated at SPSS 14.0 packet program. The pretest points that are received from İBDÖ which was applied to experiment and control groups before education was compared with independent t test. The pretest point’s average difference of experiment and control groups was not meaningful at .05 levels. This case shows that the experiment and control groups are equal. The post-test points which were obtained from applied İBDO to experiment and control groups after education were compared with independent t test and obtained p value was found meaningful at .05 levels. When we examine post-test point average of experiment and control group; it is seen that the post-test average of experiment group was higher than post-test point average of control group. The result also shows that the communication skills that are given through creative drama education increase the communication skill points of students. When the difference between pretest and post-test point average of control group was analyzed, at the end of applied t test it was seen that the difference between point average was not meaningful. Therefore, the communication skills of the control group were not different at the application period. When pretest and final test point average of experiment group was compared it was found out that the difference (p =.000, p< .01) was meaningful and the communication skills that were integrated with creative drama had an effect on communication skills of the students. It was found out that the communication skills that are given through creative drama increased the communication skill points of the students.
Human beings are social entity so they try to make the world meaningful through their communication with other people; because the contexts they are involved relations among them. People contact with each other via transferring information with opposite parties. So the need to express themselves and understand others is also a part of their nature and forced them to communicate (Cüceloğlu, 1995). Individuals are successful as far as they realize and express their feelings and thoughts, considering thoughts of the opposite party and adjust their behaviors according to existing ambient (Signe and Van Schaik, 2000). It has been stated that the underline reasons of ineffective communication are cognitive, perceptive, emotinal, unconscious needs, personal factors, roles, social and physical environment, quality of message and communication skills (Dökmen, 1996; Çam, 1997). Having desired communication skills for the individuals is only possible through education. Creative drama is only one of the methods which are used for this education. The creative drama means animating any subject through benefiting from techniques as adlib, role playing basing on a group or group members. In the animating periods, general features of play are displayed and creative drama is achieved according to the aim of the study and the structure of the group (Adıgüzel, 2006). There is possibility of using all kinds of communication elements at the drama periods. All creative drama facilities base on verbal or nonverbal communication. The people who participate in this period initially realize their feelings, thoughts and bodys and realize other’s. The creative is a way sharing information. (Üstündağ, 2001). In this study, it is aimed to examine whether the communication skills which was integrated with creative drama has any effect on communication skills of the students of Child Development and Education Teaching Department. In this study, “Experimental model with Pretest-Post test control group” was used. The participants of the study are Selçuk University, Faculty of Vocational Education students. The experiment group includes 24 students and the control group includes 24 students. The experiment group students were applied communication skills education program that was integrated with 90 minutes creative drama for 8 weeks. At the applied educational program the following skills were aimed to develop: introducing himself, recognizing himself and his feelings, understanding and expressing his feelings, developing awareness about himself, adopting to group, applying leadership, following the leader, developing strategies for continuity of the group, establishing eye contact, using gesture and facial expressions, using body language for nonverbal communication, trusting himself and group members, understanding others, establishing rapport with others, recognizing communication obstacles and their resolution and developing listening skills. The pretest was applied to experiment and control groups before educational program. At the end of 8 weeks both groups were applied post-test. The communication skills inventory was applied to measure pretest and final test communication skills. “Evaluating Communication Skills Scale (İBDÖ)” that was adapted to adults by Korkut (1997) was used as Data Gathering Tool to measure communication skill of the students. The scale composes 25 items and has 5 point likert scale as “always (5), frequently (4), sometimes (3), seldom (2), never (1)”. The high point that is received from scale shows that the students are more successful at the communication skills (Korkut, 1997). The data has been evaluated at SPSS 14.0 packet program. The pretest points that are received from İBDÖ which was applied to experiment and control groups before education was compared with independent t test. The pretest point’s average difference of experiment and control groups was not meaningful at .05 levels. This case shows that the experiment and control groups are equal. The post-test points which were obtained from applied İBDO to experiment and control groups after education were compared with independent t test and obtained p value was found meaningful at .05 levels. When we examine post-test point average of experiment and control group; it is seen that the post-test average of experiment group was higher than post-test point average of control group. The result also shows that the communication skills that are given through creative drama education increase the communication skill points of students. When the difference between pretest and post-test point average of control group was analyzed, at the end of applied t test it was seen that the difference between point average was not meaningful. Therefore, the communication skills of the control group were not different at the application period. When pretest and final test point average of experiment group was compared it was found out that the difference (p =.000, p< .01) was meaningful and the communication skills that were integrated with creative drama had an effect on communication skills of the students. It was found out that the communication skills that are given through creative drama increased the communication skill points of the students.
Açıklama
Anahtar Kelimeler
İletişim, İletişim Becerileri, Yaratıcı Drama, Communication, Communication Skills, Creative Drama
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
24
Künye
Arslan, E., Erbay, F., Saygın, Y., (2010). Yaratıcı Drama İle Bütünleştirilmiş İletişim Becerileri Eğitiminin Çocuk Gelişimi ve Eğitimi Bölümü Öğrencilerinin İletişim Becerilerine Etkisinin İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24, 1-8.
