Combining Different Teaching Methods to Teach Physics Topics: Using Creative Drama and 7E Model

Esin Şahi̇n,Rahmi Yağbasan

doi:10.9779/pauefd.787276

Abstract

This study aims to use the 7E learning model integrated with creative drama to determine their effects on the success of physics teacher candidates. Lesson plans were prepared on the topic of ‘magnetic fields’, which combined the 7E learning model with creative drama. These plans were put into practice using 16 physics teacher candidates. A magnetic fields topic achievement test and semi-structured interview forms were used as data collection tools for the research. Based upon the findings of the magnetic fields topic achievement test, the 7E learning model integrated with creative drama increased the success of the physics teacher candidates. In the interviews, it was found that almost all of the incorrect and incomplete information initially given by the students had been replaced by correct information. For these reasons, it can be concluded that the integrated use of creative drama with the 7E learning model increased the general success of the teacher candidates.

Highlights

Physics plays a large part in daily life, and its importance is undisputed
The 7E learning model, which is based on constructivism (Karplus & Their, 1967), and creative drama, which is compatible with constructivism (Aykaç & Ulubey, 2008), were included in the scope of this study, which focused on teaching one of the physics subjects
Data were obtained from the magnetic fields topic achievement test (MFTAT) and semi-structured interviews

Summary

Introduction

Many studies have emphasized that students have difficulty understanding physics topics (Angell, 2004; Gebbels, Evans, & Murphy, 2010; Şahin & Yağbasan, 2012a; Williams, Stanisstreet, Spall, Boyes, & Dickson, 2003). In order to facilitate students' success in physics, it is important to structure the learning-teaching process in a way that helps eliminate the barriers mentioned above. As indicated in the literature, constructivism, is a studentcentered approach, has come to the fore in educational processes, especially since the late 1900s. The importance of constructivism, especially in science education, is emphasized from the past to the present (e.g., Arık & Yılmaz, 2020; Cobern, 1993; Ural & Bümen, 2016; Weil-Barais, 2001). The 7E learning model, which is based on constructivism (Karplus & Their, 1967), and creative drama, which is compatible with constructivism (Aykaç & Ulubey, 2008), were included in the scope of this study, which focused on teaching one of the physics subjects

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Conclusion