The effect of creative drama on self-efficacy attitude and conceptual comprehension skills against science teaching

The aim of this study is to examine the effect of creative drama beliefs applications on preservice science teachers' attitude and self efficacy toward science teaching and conceptual understanding skills.This study was conducted with 23 third and fourth grade preservice teachers from Hacettepe University Science Education Department in 2017-2018 teaching year summer term. Research application process which was prepared by the researcher consists of seven stage and lasted three weeks. Study is a case study and convergent parallel design which is one of the mixed design types and quantitative and qualitative data were analyzed at the same time. Quantitative part of the study is pre-test post-test one group design. Self Efficacy towards Science Teaching Scale which was prepared by Riggs and Enochs (1990) and adapted to Turkish Bıkmaz (2002), "Attitude Scale toward Science Teaching" which was prepared by Thomson and Shrigley (1986) and adapted to Turkish by Tekkaya, Çakıroğlu and Özkan (2002) and "Concept Development Test in Science Teaching" which consists of 34 questions were prepared by the reseacher were used as quantitative measurement tools. Semi-structured interview form which was consisted of five open-ended questions and was prepared by the researcher was applied to preservice teachers at the beginning and end of the process in the qualitative part. Interview data was analyzed by the descriptive and content analyses. Creative drama applications made a statistical positive effect of conceptual understanding and self efficacy toward science teaching variables but does not make a meaningful statistical effect on attitude toward science teaching variable.