Drama temelli öğrenme ile işbirlikli öğrenmenin yedinci sınıf öğrencilerinin geometri başarıları, geometriye yönelik tutumları ve Van Hiele geometrik düşünme düzeylerine göre karşılaştırılması.

This study aimed to determine the effects of drama based learning on seventh grade students’ achievement (angles and polygons, circle and cylinder), attitudes and thinking levels in geometry compared to the cooperative learning. The study was conducted on four seventh grade classes from two public elementary schools in the same district in the 2006-2007 academic year, lasting seven and a half week (30 lesson hours). The data were collected through angles and polygons (APA); and circle and cylinder achievement (CCA) tests, the van Hiele geometric thinking level test (POSTVHL), geometry attitude scale (PRE-POSTGAS). The quantitative analyses were carried out by using Multivariate Analysis of Variance (MANOVA). The results showed that drama based learning had a significant effect on students’ angles and polygons achievement, circle and cylinder achievement, van Hiele geometric thinking level compared to the cooperative learning. However, attitude findings regarding the attitudes revealed that there is not a significant difference according to the geometry attitudes of drama group and cooperative group after treatment. Both the two instructional methods supported active participation, created cooperative working environment, included daily life examples and gave the chance to classroom communication. On the other hand, drama group students’ significantly better performance was attributable to the make belief plays and improvisations of daily life examples included in drama activities.M.S. - Master of Scienc