his study aims to examine the basic philosophies, implementation processes and evaluation metho... more his study aims to examine the basic philosophies, implementation processes and evaluation methods of these two pro grams by comparing the drama courses in the programs of the International Baccalaureate Organization (IBO) and the Ministry of National Education of Turkey (MONE).In the context of the impact of globalization on education, drama les sons are considered as an important educational tool that raises both artistic and cultural awareness. In the study, the skills provided by the two programs to students through drama education were compared and the effects of these courses on education systems were analyzed. Comparative research method and qualitative research design were used in the research. T he data were collected by examining the drama curricula and related documents of IBO and MONE. In this study, which was conducted with the document analysis technique, the philosophical foundations, course duration, application process es and assessment-evaluation methods of the drama courses of both programs were analyzed in depth. The data were eval uated by descriptive analysis method and the strengths and weaknesses of both programs were revealed comparatively. The research findings show that the IBO Drama Program aims to enable students to gain creative thinking, critical perspective and global awareness. The program adopts a student-centered pedagogical model while offering students a comprehensive drama education with an interdisciplinary approach. MONE Drama Program emphasizes local cultural values, national identity development and social responsibility awareness. The MONE program aims to improve students’ ability to address societal issues with a more structured and traditional approach. Keywords: International Baccalaureate Program, MONE Program
International Journal of Education and Literacy Studies
This study aims to determine the opinions of preschool pre-service teachers on the adequacy of on... more This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accor...
Due to the COVID-19 pandemic broken out all around the globe, as of the 11 th of March, 2020, Wor... more Due to the COVID-19 pandemic broken out all around the globe, as of the 11 th of March, 2020, World Health Organization (WHO) defined this disease as a global outbreak (pandemic) (WHO, 2020). As a result of the pandemic, education has assumed a new dimension for many institutions, and numerous changes have been introduced to educational contexts from teachers' instruction methods to students' learning activities, and even the materials used. Following the failure at maintaining social distance and the high transmission rate of the disease, education was periodically postponed, then continued online (Carroll & Conboy, 2020). Naturally, digital tools have become more in demand in this process, necessitating the intense transition to digital environments in educational endeavors. While in face-toface instruction, the teacher and the hardcopy books were the primary sources of education, students moved from faceto-face education to distance education, acquiring various
Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. T... more Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. The enhancementof their speaking skills is important for the mother tongue teacher candidates, who are expected to enhance this skill. In this study this has been the starting point; the effect of drama method on verbal expression class, which was attended by mother tongue teacher candidates, was inquired. Mother tongue teacher candidates’ perception of their self-sufficiency in speaking and their attitude towards speaking have constituted the fundamental point of the research in order to identify the effect of creative drama method on the skill of verbal expression. Mixed method, in which is a combination of quantitative and qualitative methods, was used for the research. Explanatory sequential pattern was used in the research in order to bring an explanation to quantitative results. The study group of the research consisted of 90 students, who attended 1 Grade Verbal Expression class of...
Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. T... more Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. The enhancement 2 of their speaking skills is important for the mother tongue teacher candidates, who are expected to enhance this skill. In this study this has been the starting point; the effect of drama method on verbal expression class, which was attended by mother tongue teacher candidates, was inquired. Mother tongue teacher candidates' perception of their self-sufficiency in speaking and their attitude towards speaking have constituted the fundamental point of the research in order to identify the effect of creative drama method on the skill of verbal expression. Mixed method, in which is a combination of quantitative and qualitative methods, was used for the research. Explanatory sequential pattern was used in the research in order to bring an explanation to quantitative results. The study group of the research consisted of 90 students, who attended 1 st Grade Verbal Expression class of Turkish Language Teaching Department of Dokuz Eylül University, Buca Faculty of Education, at the spring term of 2017-2018 academic year. Experimental and control groups had 45 students each. Attitude scale towards speaking and self-sufficiency were applied to students of both groups at the quantitative dimension of the research, both pre and post implementation. The covariance analysis (ANCOVA) was carried out in order to enable the analysis of differences between the groups via statistical methods, as per dependant variations. Arithmetic average, standard deviation and percent values were included as descriptive statistics. Semi-structured interview form was used for the qualitative aspect of the research. Acquired data was resolved via content analysis. As per the comparative analysis of quantitative findings, it was seen that there was a significant difference in favor of the experimental group with regards to their attitude toward verbal expression and their perception of self-sufficiency in speaking. Quantitative findings were supportive of the qualitative ones. Teacher candidates made statements that their perceptions of self-sufficiency in speaking and their attitudes toward speaking were enhanced in drama-based classes.
his study aims to examine the basic philosophies, implementation processes and evaluation metho... more his study aims to examine the basic philosophies, implementation processes and evaluation methods of these two pro grams by comparing the drama courses in the programs of the International Baccalaureate Organization (IBO) and the Ministry of National Education of Turkey (MONE).In the context of the impact of globalization on education, drama les sons are considered as an important educational tool that raises both artistic and cultural awareness. In the study, the skills provided by the two programs to students through drama education were compared and the effects of these courses on education systems were analyzed. Comparative research method and qualitative research design were used in the research. T he data were collected by examining the drama curricula and related documents of IBO and MONE. In this study, which was conducted with the document analysis technique, the philosophical foundations, course duration, application process es and assessment-evaluation methods of the drama courses of both programs were analyzed in depth. The data were eval uated by descriptive analysis method and the strengths and weaknesses of both programs were revealed comparatively. The research findings show that the IBO Drama Program aims to enable students to gain creative thinking, critical perspective and global awareness. The program adopts a student-centered pedagogical model while offering students a comprehensive drama education with an interdisciplinary approach. MONE Drama Program emphasizes local cultural values, national identity development and social responsibility awareness. The MONE program aims to improve students’ ability to address societal issues with a more structured and traditional approach. Keywords: International Baccalaureate Program, MONE Program
International Journal of Education and Literacy Studies
This study aims to determine the opinions of preschool pre-service teachers on the adequacy of on... more This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accor...
Due to the COVID-19 pandemic broken out all around the globe, as of the 11 th of March, 2020, Wor... more Due to the COVID-19 pandemic broken out all around the globe, as of the 11 th of March, 2020, World Health Organization (WHO) defined this disease as a global outbreak (pandemic) (WHO, 2020). As a result of the pandemic, education has assumed a new dimension for many institutions, and numerous changes have been introduced to educational contexts from teachers' instruction methods to students' learning activities, and even the materials used. Following the failure at maintaining social distance and the high transmission rate of the disease, education was periodically postponed, then continued online (Carroll & Conboy, 2020). Naturally, digital tools have become more in demand in this process, necessitating the intense transition to digital environments in educational endeavors. While in face-toface instruction, the teacher and the hardcopy books were the primary sources of education, students moved from faceto-face education to distance education, acquiring various
Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. T... more Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. The enhancementof their speaking skills is important for the mother tongue teacher candidates, who are expected to enhance this skill. In this study this has been the starting point; the effect of drama method on verbal expression class, which was attended by mother tongue teacher candidates, was inquired. Mother tongue teacher candidates’ perception of their self-sufficiency in speaking and their attitude towards speaking have constituted the fundamental point of the research in order to identify the effect of creative drama method on the skill of verbal expression. Mixed method, in which is a combination of quantitative and qualitative methods, was used for the research. Explanatory sequential pattern was used in the research in order to bring an explanation to quantitative results. The study group of the research consisted of 90 students, who attended 1 Grade Verbal Expression class of...
Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. T... more Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. The enhancement 2 of their speaking skills is important for the mother tongue teacher candidates, who are expected to enhance this skill. In this study this has been the starting point; the effect of drama method on verbal expression class, which was attended by mother tongue teacher candidates, was inquired. Mother tongue teacher candidates' perception of their self-sufficiency in speaking and their attitude towards speaking have constituted the fundamental point of the research in order to identify the effect of creative drama method on the skill of verbal expression. Mixed method, in which is a combination of quantitative and qualitative methods, was used for the research. Explanatory sequential pattern was used in the research in order to bring an explanation to quantitative results. The study group of the research consisted of 90 students, who attended 1 st Grade Verbal Expression class of Turkish Language Teaching Department of Dokuz Eylül University, Buca Faculty of Education, at the spring term of 2017-2018 academic year. Experimental and control groups had 45 students each. Attitude scale towards speaking and self-sufficiency were applied to students of both groups at the quantitative dimension of the research, both pre and post implementation. The covariance analysis (ANCOVA) was carried out in order to enable the analysis of differences between the groups via statistical methods, as per dependant variations. Arithmetic average, standard deviation and percent values were included as descriptive statistics. Semi-structured interview form was used for the qualitative aspect of the research. Acquired data was resolved via content analysis. As per the comparative analysis of quantitative findings, it was seen that there was a significant difference in favor of the experimental group with regards to their attitude toward verbal expression and their perception of self-sufficiency in speaking. Quantitative findings were supportive of the qualitative ones. Teacher candidates made statements that their perceptions of self-sufficiency in speaking and their attitudes toward speaking were enhanced in drama-based classes.
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Papers by Koray Öz
grams by comparing the drama courses in the programs of the International Baccalaureate Organization (IBO) and the
Ministry of National Education of Turkey (MONE).In the context of the impact of globalization on education, drama les
sons are considered as an important educational tool that raises both artistic and cultural awareness. In the study, the skills
provided by the two programs to students through drama education were compared and the effects of these courses on
education systems were analyzed. Comparative research method and qualitative research design were used in the research.
T
he data were collected by examining the drama curricula and related documents of IBO and MONE. In this study, which
was conducted with the document analysis technique, the philosophical foundations, course duration, application process
es and assessment-evaluation methods of the drama courses of both programs were analyzed in depth. The data were eval
uated by descriptive analysis method and the strengths and weaknesses of both programs were revealed comparatively. The
research findings show that the IBO Drama Program aims to enable students to gain creative thinking, critical perspective
and global awareness. The program adopts a student-centered pedagogical model while offering students a comprehensive
drama education with an interdisciplinary approach. MONE Drama Program emphasizes local cultural values, national
identity development and social responsibility awareness. The MONE program aims to improve students’ ability to address
societal issues with a more structured and traditional approach.
Keywords: International Baccalaureate Program, MONE Program
grams by comparing the drama courses in the programs of the International Baccalaureate Organization (IBO) and the
Ministry of National Education of Turkey (MONE).In the context of the impact of globalization on education, drama les
sons are considered as an important educational tool that raises both artistic and cultural awareness. In the study, the skills
provided by the two programs to students through drama education were compared and the effects of these courses on
education systems were analyzed. Comparative research method and qualitative research design were used in the research.
T
he data were collected by examining the drama curricula and related documents of IBO and MONE. In this study, which
was conducted with the document analysis technique, the philosophical foundations, course duration, application process
es and assessment-evaluation methods of the drama courses of both programs were analyzed in depth. The data were eval
uated by descriptive analysis method and the strengths and weaknesses of both programs were revealed comparatively. The
research findings show that the IBO Drama Program aims to enable students to gain creative thinking, critical perspective
and global awareness. The program adopts a student-centered pedagogical model while offering students a comprehensive
drama education with an interdisciplinary approach. MONE Drama Program emphasizes local cultural values, national
identity development and social responsibility awareness. The MONE program aims to improve students’ ability to address
societal issues with a more structured and traditional approach.
Keywords: International Baccalaureate Program, MONE Program