AFFECTIVE LEARNING WITH CREATIVE DRAMA? TRANSFORMATION GEOMETRY AND TEACHERS’ CANDIDATES’ LEARNING
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-...
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| Veröffentlicht in: | European Journal of Education Studies 2022-08, Vol.9 (8), p.177 |
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| container_title | European Journal of Education Studies |
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| creator | Arık-Karamık, Gözdegül Aykaç, Murtaza |
| description | 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. Article visualizations: |
| doi_str_mv | 10.46827/ejes.v9i8.4415 |
| format | Article |
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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. 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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. 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| ispartof | European Journal of Education Studies, 2022-08, Vol.9 (8), p.177 |
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| language | eng |
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| subjects | Academic Achievement Artists Attitude Measures Diaries Drama Elementary School Teachers Freehand Drawing Geometry Interdisciplinary Approach Mathematics Instruction Measurement Preservice Teachers Pretests Posttests Scores Student Attitudes Teacher Education Programs Teacher Workshops Teaching Methods |
| title | AFFECTIVE LEARNING WITH CREATIVE DRAMA? TRANSFORMATION GEOMETRY AND TEACHERS’ CANDIDATES’ LEARNING |
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