Aysel Köksal Akyol

Examination of the effect of drama education on multiple intelligence areas of children

ABSTRACTThis study was conducted to determine whether or not drama education causes any difference in the verbal-linguistic, mathematical-logical, visual-spatial, musical-rhythmic, bodily-kinaesthetic, intrapersonal and interpersonal intelligences of children. The sample group of the study consisted of 46 children (23 children in the experimental group and 23 children in the control group) attending the first grades of an elementary school located in the Cankaya district of the city of Ankara. As a result of the study, it was determined that there was no significant difference between the children in the experimental and control groups in terms of their pretest and posttest mean scores of the subscales of verbal-linguistic, mathematical-logical, visual-spatial, musical-rhythmic, bodily-kinaesthetic, intrapersonal and interpersonal intelligences in the Teele Inventory for Multiple Intelligences (p > .05). Regardless of the group, the difference between the pretest and posttest scores in the subscale of mus...ABSTRACT This study was conducted to determine whether or not drama education causes any difference in the verbal-linguistic, mathematical-logical, visual-spatial, musical-rhythmic, bodily-kinaesthetic, intrapersonal and interpersonal intelligences of children. The sample group of the study consisted of 46 children (23 children in the experimental group and 23 children in the control group) attending the first grades of an elementary school located in the Çankaya district of the city of Ankara. As a result of the study, it was determined that there was no significant difference between the children in the experimental and control groups in terms of their pretest and posttest mean scores of the subscales of verbal-linguistic, mathematical-logical, visual-spatial, musical-rhythmic, bodily-kinaesthetic, intrapersonal and interpersonal intelligences in the Teele Inventory for Multiple Intelligences (p > .05). Regardless of the group, the difference between the pretest and posttest scores in the subscale of musical-rhythmic intelligence was significant (p < .05).

Examination of the effect of perspective-taking skills of six-year-old children on their social competences

ABSTRACT The purpose of this study is to reveal the effect of perspective-taking skills of six-year-old children on their social competences. Determined by two independent kindergartens at Yenişehir district in Mersin as study groups, 115 children (59 girls, 56 boys) in the age group of 6, constituted the study group of the study. In order to reveal the predictor effect of perspective-taking skill on level of social competence, the technique of simple linear regression analysis was used in the data analysis. According to the results, the cognitive perspective-taking skill of six-year-old children predicted variables of entering a peer group, reaction to provocation, teacher expectations, and reactive aggression in a statistically significant manner. However, the cognitive perspective-taking skill of six-year-old children did not predict variables of reaction to failure, reaction to success, social expectations, and proactive aggression in a statistically significant manner. In addition, perceptual and affective perspective-taking skills did not predict the variables of entering a peer group, reaction to provocation, reaction to failure, reaction to success, social expectations, teacher expectations, reactive aggression, and proactive aggression in a statistically significant manner.

Drama Eğitiminin Beşinci Sınıfa Devam Eden Çocukların Çoklu Zeka Alanlarına Etkisinin İncelenmesi

The purpose of the present study was to assess the multiple intelligence domains of the children attending to 5th grade and ascertain whether the drama education made a difference regarding verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal-social, intrapersonal-internal and naturalistic intelligence domains of children. The study group was comprised of a total of 65 children, assigned to the experimental group (n=30) and the control group (n=35), attending to the 5th grade of two secondary schools at Altindag Neighborhood of Ankara Province. “General Information Form” and “Self-Assessment Scale in Multiple Intelligence Domains” were used in the study for the purpose of data collection. The experimental group received “Drama Education Plan.” Data obtained in accordance thereof were assessed by t-test and ANOVA test. As a result of the study no significant difference was found between pretest and posttest scores of children in the experimental and control groups regarding verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal-social, intrapersonal-internal, and naturalistic intelligence subdomains of the “Self-Assessment Scale in Multiple Intelligence Domains” (p>0.05). It was found that there was a significant difference between pretest and posttest scores of children regardless of their groups in visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal-social, and naturalistic intelligence subdomains of the “Self-Assessment Scale in Multiple Intelligence Domains” (p<0.05).

PROBLEM ÇÖZME BECERİSİ ÖLÇEĞİ (PÇBÖ) GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Bu arastirmada, “Problem Cozme Becerisi Olcegi (PCBO)”nin gelistirilmesi amaclanmistir. PCBO’nin gecerlik guvenirlik calismalarinin evrenini, Malatya Il Milli Egitim Mudurlugu’ne bagli resmi ilkogretim okullarinin anasiniflarina devam eden cocuklar olusturmaktadir. Gecerlik guvenirlik calismalarinin orneklemini, Malatya il merkezinde bulunan ilkogretim okullarinin anasiniflarina devam eden 101 kiz, 103 erkek olmak uzere toplam 204 cocuk olusturmustur. PCBO on sekiz problem durumuna ait cizimlerden ve degerlendirme formundan olusmaktadir. PCBO besli likert tipi bir olcektir. Olcegin gecerlik calismasi icin Kapsam Gecerlik Indeksi (KGI) ve Acimlayici Faktor Analizi (AFA); guvenirlik calismasi icin Cronbach Alfa Ic Tutarlilik Anlaminda Guvenirlik Katsayisi ve Test – Tekrar Test Kararlilik Anlaminda Guvenirlik Katsayisina bakilmistir. Kapsam gecerligi indeksi degerlerinin hesaplanmasi sonucunda, maddelerin uygunluk duzeyi icin kapsam gecerligi indeksi 0.99; maddelerin cizimlere uygunluk duzeyi icin ise kapsam gecerligi indeksi 0.96 olarak hesaplanmistir. Acimlayici faktor analizi sonucunda olcegin tek faktorlu oldugu sonucuna varilmistir. Bu faktor, olcege iliskin toplam varyansin % 30.68’ini aciklamaktadir. Cronbach Alfa Guvenirlik katsayisi .86, test tekrar test sonrasi korelasyon katsayisi .60 olarak bulunmustur. Bu katsayi .05 duzeyinde anlamli ve orta duzeydedir. PCBO’den elde edilen ilk uygulama ve ikinci uygulama puanlarinin istatistiksel anlamda farklilasmadigi bulunmustur [t(39)=1.63, p>0.05]. Gecerlik-guvenirlik calismalari sonucunda, 60-72 aylik cocuklar icin “Problem Cozme Becerisi Olcegi”nin uygun bir olcme araci oldugu sonucuna ulasilmistir. Anahtar Kelimeler: Problem cozme becerisi, guvenirlik, gecerlik, okul oncesi donem

The effects of parent education programs on the development of children aged between 60 and 72 months

The effects of a parent education program on the development of children aged between 60 and 72 months attending preschool were assessed. Participants were children attending 9 kindergartens located in central Ankara and their parents (experimental group: 68 children, 68 parents, control group: 68 children, 68 parents). Data were gathered using a general information form, and the version of the Brigance Early Development Inventory II (Brigance, 2004), that was adapted for use in Turkey by Aral et al. (2008). There was a significant difference between the scores on the subtests of the Brigance Early Development Inventory II and the total pretest and corrected posttest scores independent of group, but no significant difference was found between the scores of the groups on the Brigance Early Development Inventory II or the total pretest and corrected posttest scores. The results also revealed that the parent education program had a minimal effect on children’s daily life and social emotional skills.