[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602829-105":59,"doc-detail-602829-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","teaching-secondary-school-science-through-creative-drama-method-a-case-study-approach","Teaching Secondary School Science through Creative Drama Method - A case study approach","","This study evaluates the practicality of the creative drama method in science teaching and investigates its effects on students’ self-efficacy, scientific process skills, and attitudes toward science. Using an instrumental case study design, researchers taught the 8th grade unit “States of Matter and Heat” to 20 students. Seven session plans were prepared by science education experts and delivered over seven weeks. Wilcoxon tests and content analysis showed improvements in practicability, self-efficacy, and science-course attitudes, while scientific process skills were not significantly affected.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-secondary-school-science-through-creative-drama-method-a-case-study-approach/602829/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-secondary-school-science-through-creative-drama-method-a-case-study-approach/602829.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"The study aimed to evaluate the practicality of the creative drama method in science teaching and examine its effects on self-efficacy, scientific process skills, and students’ attitudes toward science.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the creative drama method implemented in the classroom?",{"text":117,"@type":113},"The unit “States of Matter and Heat” in the 8th grade curriculum was taught through creative drama using seven session plans over seven weeks, with each session lasting 80 minutes.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about self-efficacy and attitudes?",{"text":121,"@type":113},"Creative drama significantly increased students’ self-efficacy regarding learning science and improved their attitudes toward the science course.",{"name":123,"@type":110,"acceptedAnswer":124},"Did the method improve scientific process skills?",{"text":125,"@type":113},"No. Although the method had positive effects on practicability, self-efficacy, and attitudes, it showed no statistically significant effects on students’ scientific process skills.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},602829,1792188614,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":31},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching Secondary School Science through Creative Drama Method: A case study approach1  \nSemih DADÜK2  \nKilis 7 Aralık University  \nHülya DEDE3  \nKilis 7 Aralık University  \nAbstract  \nThe purpose of this study is to evaluate the practicality of creative drama method for students in science teaching. For this purpose the effects of creative drama method on the students’ self-efficacy, scientific process skills and attitudes towards science have been investigated. An instrumental case study research method was used to teach the unit “States of Matter and Heat” unit in the 8th grade science curriculum through creative drama. The participants consisted of 20 eight grade students in a secondary school in Kilis. The group guide program, which consists of seven session plans, was prepared by the researchers in line with the views of three science education experts. The practice was carried out by the first author for a total of seven weeks in seven sessions, 80 minutes each. Data have been collected through “Science and Technology Course Self-efficacy Scale (STSS)”, “Scientific Process Skills (SPS) test”,“Science Course Attitude Scale (Science-AS)”, semi-structured interviewsand observation. Obtained quantitative data were analyzed by Wilcoxon Signed Sequences test and the qualitative data were analyzed by content analysis. According to the results, the negative aspects of creative drama learning environment affected the practicability of creative drama method and the practicability of creative drama method increased significantly by eliminating these negative aspects. It was also found creative drama method increased their self-efficacy about learning science and attitudes towards science course, but it had no statistically significant effects on students’ scientific process skills. In accordance with these results, related suggestions were made for further studies.  \nKeywords: Creative drama method, practicality, scientific process skills, self-efficacy, science  \nDOI: 10.29329/epasr.2020.323.6  \n1 This study was produced from Semih Dadük's master's thesis titled as “Teaching 'states of matter and heat' unit in the 8th grade science course through creative drama method\".  \n2  \nMS, Muallim Rıfat Education Faculty, Kilis 7 Aralık University, Turkey, ORCID: 0000-0003-4817-9698, E-mail: [daduksemih@gmail.com](daduksemih@gmail.com)  \n3  \nAssist. Prof. Dr., Muallim Rıfat Education Faculty, Kilis 7 Aralık University, Turkey, ORCID: 0000-0002-3460-3307 [Corresponce:](Corresponce: hulyakutu@kilis.edu.tr)[ hulyakutu@kilis.edu.tr](Corresponce: hulyakutu@kilis.edu.tr)  \nIntroduction  \nWith increasing internationalization, increasing information intensive work and increasing use of information technology, the education system has started to change. Schools have endeavored to produce not only individuals with knowledge but also individuals with high interpersonal relations and communication skills, able to work in various contexts and knowledge literacy skills (Allan, 1996; Burgess, 2000; Lim, 2015; Sakamoto, 1996) . Schools are now moving towards a more learnercentered approach to learning for in response to this challenge (Gravoso et al., 2008) . Teachers cannot teach students directly. Teachers must provide an environment in which students can learn and learners have full responsibility for their own (Rogers, 1965, p.389) . Students did not come to classroom as blank slates waiting to be filled with scientific knowledge. They have already full of ideas or conceptions about the world that are often inconsistent with the scientific concepts teaching in schools (Smith et al., 1993) . At this point constructivism challenge these ideas or conceptions and in so doing, bring about their re-construction in order to enable the students to see the world in the same scientific way that the teacher sees it (Ogborn et al., 1996) . In a constructivist classroom, the teacher searches for students' understandings of concepts, and then structures opportunit","cbCaigaDMXiRi122","https://ap.wps.com/l/cbCaigaDMXiRi122","pdf",241281,"English","# Abstract\n# Introduction\n## Constructivist learning and student-centered approaches\n## Drama as an effective science teaching strategy\n## Creative drama method: definition and distinguishing features","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"The study aimed to evaluate the practicality of the creative drama method in science teaching and examine its effects on self-efficacy, scientific process skills, and students’ attitudes toward science.\"},{\"question\":\"How was the creative drama method implemented in the classroom?\",\"answer\":\"The unit “States of Matter and Heat” in the 8th grade curriculum was taught through creative drama using seven session plans over seven weeks, with each session lasting 80 minutes.\"},{\"question\":\"What were the key findings about self-efficacy and attitudes?\",\"answer\":\"Creative drama significantly increased students’ self-efficacy regarding learning science and improved their attitudes toward the science course.\"},{\"question\":\"Did the method improve scientific process skills?\",\"answer\":\"No. Although the method had positive effects on practicability, self-efficacy, and attitudes, it showed no statistically significant effects on students’ scientific process skills.\"}]","Teaching Secondary School Science through Creative Drama Method - A case study approach | PDF",1792095306]