Affective Learning with Creative Drama? Transformation Geometry and Teachers' Candidates' Learning

Autor/inn/en	Arik-Karamik, Gozdegul; Aykaç, Murtaza
Titel	Affective Learning with Creative Drama? Transformation Geometry and Teachers' Candidates' Learning
Quelle	9 (2022) 8, S.177-199 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arik-Karamik, Gozdegul) ORCID (Aykaç, Murtaza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-1111
Schlagwörter	Geometry; Mathematics Instruction; Attitude Measures; Freehand Drawing; Artists; Drama; Scores; Teacher Workshops; Teaching Methods; Interdisciplinary Approach; Academic Achievement; Diaries; Preservice Teachers; Student Attitudes; Elementary School Teachers; Teacher Education Programs; Pretests Posttests; Measurement + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Drawing; Zeichnen; Artiste; Artist; Künstler; Künstlerin; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulleistung; Diary; Tagebuch; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Messverfahren
Abstract	Art is a special tool for mathematics education. Many artists have used mathematics and geometry in their artworks. This study aims to examine M.C. Escher's drawings with creative drama in the light of transformation geometry. In this study, the explanatory sequential was chosen from the mixed-method designs. Quantitative data of the study were collected with the Geometry Attitude Scale (GAS). Qualitative data were collected with the Workshop Evaluation Form, the Academic Achievement Measurement Form (AAMF), and semistructured interviews. The study group consisted of 21 volunteer participants. The data obtained from GAS were analyzed with SPSS and qualitative data were analyzed using descriptive and content analysis. Participants' GAS scores differed significantly after the implementation. Regarding both quantitative and qualitative analysis obtained from this study, which consisted of 8 workshops in total, an increase was observed in participants' attitudes towards geometry after participating in the workshop. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01