The effect of teaching life science course with drama on social skills level in the multigrade classes

The aim of this study is to investigate the effect of life science lesson with drama method on social skill level in multigrade classes. In this research, mixed model combining (variation) pattern was used and the qualitative approach was dominant. In the study, single group patterned experimental method was used in the analysis of quantitative data. Social problem solving scale, qualitative methods were used to determine observations and opinions. The study group of the study, 9 students attending 3rd grade in İncirli Primary School in Viranşehir District of Şanlıurfa Province in 2017-2018 academic year and 5 students attending 3rd grade in İncirli Primary School in Viranşehir District of Şanlıurfa in 2018-2019 academic year. Data related to the quantitative dimension of the study were collected by Social Skill Assessment Scale developed by Ataş, Efeçınar and Tatar (2016) and 3-point Likert-type scale of the observation form. Data on the qualitative dimension were collected through the semi-structured observation form developed by the researcher, student / parent interview forms and social problem solving scale developed by Uzunkol (2014). In the analysis of quantitative data, mean (x), standard deviation (ss), dependent groups t-test, frequency, percentage and variance analysis were used. Shapiro-Wilk test was used to examine the distribution of normality. For the analysis of social problem solving scale, observation and interview forms, content analysis, which is one of the qualitative analysis methods, was found suitable for this study. There was a significant increase in the post-test direction in terms of social skill levels of both groups. In terms of social problem solving levels of the students, no change was observed between pre-codes and post-codes. Teaching life science with drama did not cause a significant change in social problem skills. When the participation of the students in the activities was examined, it was found that there was no participation from the students. This shows that students are willing to participate in the activities. Planning behavior of students increased in weeks. Life sciences teaching with drama provided positive increase in students' positive communication skills. Life science teaching with drama had positive effect on aggressive attitudes. Life science teaching with drama had a positive effect on planning and realization processes. Students 'and parents' perceptions about Life science lesson with drama were positive.