CREATIVE DRAMA AND EXAMPLE OF ACTIVITY PLAN IN STEM

What our century requires is an individual, who can recognize and solve a problem, think in a critical manner, are productive, responsible, and open to innovation, and are capable of cooperating with others. The requirements of our era are also reflected on education. Education systems change and improve accordingly; thereby new education systems are discussed. One of these education systems is STEM, which is an acronym of Science, Technology, Engineering and Mathematics. STEM is an educational approach, which integrates education with the application opportunities provided by technology and engineering that are based on the fields of science and mathematics and which includes all stages of education from pre-school to higher education. In this study, creative drama method and its applicability on STEM education process have been discussed. Problem solving, creating a problem, approaching a problem from different perspectives, and mathematical thinking skills, all of which are among the objectives of STEM, correspond to the acquisitions of creative drama. Considering this, it can be argued that creative drama, which is an interdisciplinary work, is an effective teaching method enriching the learning environment for STEM that is an integrated learning. A creative drama activity plan that can be improved by being used in STEM applications has been presented in the appendix.  Article visualizations

An Investigation of Teachers’ Views on Applicability of Modeling in Mathematics Courses

The purpose of this study has been to determine the views of elementary mathematics teachers on the applicability of modeling in mathematics courses. A case study was conducted with 17 elementary mathematics teachers working in various provinces in Turkey. An interview form consisting of open-ended questions was designed for the purpose of collecting data, which was obtained through semi-structured interviews. From the categories constituting the themes developed via the views of the teachers, four major conclusions and one minor conclusion were reached at the end of the study. Study results showed that the elementary mathematics teachers’ knowledge of the process and teaching performance had an impact on their views of the applicability of modeling

AN EXAMPLE OF PREPARED-PLANNED CREATIVE DRAMA IN SECOND GRADE MATHEMATICS EDUCATION

The aim of this research is teaching addition with natural numbers and the concept of large and small natural numbers in the second grade mathematics course, through creative drama method. The study has been applied to 31 elementary school second grade students studying at a public school in the province of Aydın. In this research, case study based on observation method, which is one of the qualitative research methods, has been employed. The data have been collected through drama lesson plans, observation, and interview methods. The activities involving the acquisitions of ''adding two-digit natural numbers'' and ''absorbing large-small concepts'' prepared by the researcher, have been applied in the classroom. The drawings of students, literary notes, and observation reports kept by researchers have been used in the evaluation of the activity. As a result of this application, students' views towards the questions covering the whole application have been gathered. The results of the study suggest that prepared-planned creative drama activities are an entertaining and enjoyable way for students to learn. The notes taken by the participative observers and findings obtained from the interviews indicate that drama activities increase sharing among students and that the students could associate what they have learned with some of the situations they encounter in their every day-life. It is observed that the students learn by having more fun while playing games, which involves a high amount of physical movements. Drawing the attention of students through instructions in the warm-up phase of the activity increased students' curiosity in learning. In the animation phase of the activity, it was observed that the students' interest in the mathematics increased, they had fun while making the mathematical operations, their participation to the lesson was high throughout the activity, the energy they received from the lesson was at the maximum level, they learned by doing and living, and they obtained an experience they could use in their every day-life. In the evaluation phase of the activity, the students were asked to describe how they felt by drawing a picture or writing a story as a summary of the creative drama activity they experiences by doing. According to the stories they have written and the pictures they have drawn, it is apparent that they were entertained and happy throughout the activity. The results of this study indicate that the students relieve their mental exhaustion and a relaxed classroom setting is achieved through the relaxation activities.  Article visualizations

EFFECT OF CREATIVE DRAMA METHOD ON GEOMETRY TEACHING

Geometry holds an important place in the developmental process of mathematical thinking. When geometry is the subject in mathematics lessons, it is seen by students as an unlikeable and hard to understand. It is not easy to get students who come to school with this prejudice to like the lesson and explain it. Our aim in this research is to eliminate this prejudice using right teaching methods and make mathematics a lesson attended voluntarily and with pleasure by the students. With this aim in mind, the effect of creative drama method on students’ success for the 6th grade mathematics lesson, area of triangles subject has been researched. This study has been applied on 100 students enrolled in two different state secondary schools in Aegean Region in 2017-2018 teaching term. In this study, classes are divided into two groups as control group and experimental group and a success test designed by researchers on area of triangles subject is applied to students as pretest and final test. This test consists of 7 multiple choice and 3 open ended questions. Data obtained from the test is analyzed by statistical method. After the analysis, a meaningful difference in favor of experimental group has arisen. Based on the reviews made with the students, it is noticed that the interest of students to mathematics lesson has increased as a result of creative drama applications.  Article visualizations

OBTAINING OF HELPFULNESS VALUE IN THE SECONDARY EDUCATION MATHEMATICS CURRICULUM BY CREATIVE DRAMA ACTIVITIES

“Values Education”, which added to Mathematics Teaching Program at the Turkish Academic Year of 2017-2018, is revised and updated as “Our Values” on January of 2018. “Our Values” based on a grown value system that aims to maintain the existence of societies preserve the unity and togetherness of societies and have the real educational success like every stage of individuals’ life. The Ministry of National Education has determined the base values, which should be gained during the education of Mathematics, as justice, friendship, honesty, patience, respect, love, responsibility, patriotism and helpfulness. The aim of this study is making the students realize their own values and making them gain the helpfulness values by using creative drama activities during the education of Mathematics. In this study, “helpfulness value”, which is under the topic of “Our Values” of Mathematics Teaching Program, was tried to put into practise by creative drama activities. In the study, experimental method which contains pretested and postested control group is used in order to show the behaviour difference between experimental group, which activity based creative drama method was applied, and the control group, which activity based creative drama method was not applied. This study is designed as a controlled experimental study with pretest-posttest. The group of study was consisted 106 students, which studying in 3 different provinces (Aydın, Afyon, Uşak) in the same region. Both experimental and control group was consisted by 53 students. In the study, data were collected from “helpfulness scale” which developed by Demirci (2017). As a result of the study, the helpfulness scale score of experimental group, which activity based creative drama was applied is high but there is no meaningful difference between helpfulness scale scores of experimental group and control group.  Article visualizations

Toksični učinci patulina na timus mužjaka štakora u razvoju

Patulin is a mycotoxin produced by several Penicillium, Aspergillus, and Byssachlamys species growing on food products. In this study, we investigated the effects of patulin on the thymus of growing male rats aged fi ve to six weeks. The rats were receiving it orally at a dose of 0.1 mg kg-1 bw a day for either 60 or 90 days. At the end of the experiment, the thymus was examined for histopathology by light microscopy and for epidermal growth factor (EGF) and its receptor (EGFR) by immunolocalisation. For morphometry we used the Bs200prop program to analyse images obtained with the Olympus BX51 light microscope. Cell ultrastructure was studied by electron microscopy. In rats treated with patulin, the thymus showed haemorrhage, plasma cell hyperplasia, a dilation and fi brosis in the cortex, enlarged interstitial tissue between the thymic lobules, enlarged fat tissue, thinning of the cortex, and blurring of the cortico-medullary demarcation. Electron microscopy showed signs of cell destruction, abnormalities of the nucleus and organelles, and loss of mitochondrial cristae. However, no differences were observed in thymus EGF and EGFR immunoreactivity between treated and control rats.Patulin je mikotoksin koji proizvode plijesni sojeva Penicillium, Aspergillus i Byssachlamys na različitim prehrambenim proizvodima kao podlozi. Učinke patulina istražili smo na timusu mužjaka štakora u razvoju (dobi 5 do 6 tjedana). Mikotoksin je životinjama davan per os u dnevnoj dozi 0,1 mg kg-1 tj. t. 60 odnosno 90 dana. Na kraju pokusa štakori su žrtvovani, timus je podvrgnut histološkim analizama s pomoću svjetlosne mikroskopije, a imunocitokemijskim je metodama istražena stanična lokalizacija epidermalnog faktora rasta (EGF) i njegova receptora (EGFR). Morfometrijska analiza provedena je s pomoću računalnog programa Bs200prop povezanog u sustav sa svjetlosnim mikroskopom Olympus BX51. Elektronskomikroskopski je istražena ultrastruktura stanica timusa. Utvrđeno je da patulin izaziva krvaranja u timusu, hiperplaziju plazma-stanica, dilataciju i fi brozu u kortikalnoj regiji timusa, širenje intersticijskog tkiva između režnjeva timusa, povećanje masnih stanica, smanjenje debljine kore timusa te nestanak kortiko-medularne demarkacije. Elektronskomikroskopski u tkivu timusa štakora tretiranih patulinom uočeni su znakovi raspadanja stanica, abnormalnosti jezgre i organela te gubitak mitohondrijskih krista. Unatoč navedenomu, na presjecima tkiva kontrolnih štakora i štakora tretiranih patulinom nismo utvrdili razlike u imunoreaktivnosti EGF i EGFR, što bi trebalo dodatno istražiti osjetljivijim molekularnim metodama

Assessment the effect of diabetes education on self-care behaviors and glycemic control in the Turkey Nursing Diabetes Education Evaluating Project (TURNUDEP): a multi-center study

Background: Diabetes education in Turkey is provided by diabetes nurse educators in almost all healthcare organizations. However, the education is not standardized in terms of learning content, duration, and methods. This multi-center study was performed to assess the self-care behaviors and glycemic control following education provided to the patients with type 2 diabetes mellitus by diabetes nurse educators. Methods: This was a descriptive and cross-sectional study and included 1535 patients admitted to 28 public hospitals for the treatment of type 2 diabetes mellitus. The education was assessed by using a Patient Identification Form and Self-care Scale. Results: The proportion of individuals who received diabetes education within the last year was 78.5%, with 46.7% of them having received it once. Of the patients, 84.8% reported that they received diabetes education individually. It was found that the proportion of individuals who received education about oral antidiabetics (78.5%) and glucose testing at home (78.5%) was higher than the proportion of individuals who received education about exercise (58.8%) and foot care (61.6%). The status of diabetes education, education intervals, and the correlation of the education method with self-care and glycemic control was evaluated. Self-care and glycemic control levels were better among the patients who received diabetes education thrice or more and in patients who received education both individually and in a group (p < 0.05). Conclusions: Approximately three-quarters of individuals with type 2 diabetes mellitus received education by diabetes nurse educators in Turkey. Diabetes education is positively correlated with self-care and glycemic control levels among patients with type 2 diabetes mellitus. Efforts for generalization and standardized education for all diabetes patients are necessary. © 2022, The Author(s)