The case of implementation of the educational drama method in religion and ethics course in the primary school level (A case study from Tuzla )

In this research was studied the implementation of educational drama technique in Religion and Ethics courses in the primary level. The survey was conducted on five hundred (500) randomly-selected students who are registered to public primary schools in Tuzla, in İstanbul. In the analysis of the data gathered from the questionnaires directed to the subjects were used SPSS statistics program and excel listing program. The data was analyzed through frequency-analysis. For the variables as gender and the institution in which the teachers are employed, a T-test type analysis was carried out. To determine whether there were any differences between the group-variables with regards to in-service length and graduation status of the teachers, one-way variance analysis (ANOVA) was utilized. In all statistical studies, significance level was accepted as 0,05.The purpose of the research is to find out how frequently and by what efficiency the educational drama is put into practice in the mentioned course, to show the problems relevant to the implementation of the technique-if there are any- and to reveal the proficiency levels of the teachers teaching the course about educational drama.The drama is an important method in terms of the objectives and characteristics of the course. It provides teachers with considerable advantages in teaching abstract themes and topics by exemplifying them and in affective learning, as well. The great majority of the teachers offering the lesson do not perform this technique. Among the reasons for this case can be considered concerns such as the method?s being burdensome and the students? lacking discipline; but, the real cause is that the teachers do not know the method well and thus that they do not want to involve it. Some of such problems that make it difficult to practice the drama can be overcome with teacher?s knowledge and skill.Through the research, it was unfolded that most of the teachers- namely, teachers of Religion and Ethics- involved in the study do not have the necessary knowledge about the educational drama and that they do not realize this method in their courses frequently and efficiently/effectively enough. The difficulties that affect the implementation are its being tiresome, the lack of time and the discipline problem. Among these, the discipline issue is more visible than others