Examining The Effect of The Storyline Method of Education on The Level of Elementary School Preparedness of Five Year-Old Children

Yıl 2018, Cilt: 9 Sayı: 1, 32 - 43, 31.03.2018

Elif Özsarı , Havise Çakmak Güleç

Öz

This study examined the effect of the storyline method of education on the level of elementary school preparedness of five year-old children. The study was of experimental research design and used the pretest/posttest with control group experimental model. The universe of the study constituted 5 year-old children attending a pre-school program in the district of Edremit, Balıkesir during the 2015-2016 academic year. The study sample comprised 23 experimental, 23 control group children, a total of 46 children, who were afternoon attendees of the Sarıkız Preschool located in the district of Edremit in Balıkesir, Turkey. The Marmara Elementary School Preparedness Scale was used to collect data for the research and the data analysis was performed with the non-parametric Wilcoxon Signed Rank Test. The research entailed conducting activities with the experimental group every day for 7 weeks during the hours of 3 p.m. - 5:30 p.m., according to an activity plan based on the storyline method. The research results revealed a significant difference in the five year-olds who were taught with the Storyline method in terms of their Mathematical skills, Science Skills, Mental and Language Development, Socio-emotional Development and Self-care Skills. The storyline method is not an approach that is widely used in Turkey and because of this, there is only a scant number of studies that have been conducted on this technique. Since this study entails a comprehensive examination of the effects of the storyline method of children's education, it is believed that it will make a significant contribution to the literature. At the same time, the study includes a recommendation that the method of storyline education should be improved in the light of its findings and be more widely employed in the school system.

Anahtar Kelimeler

Storyline method, elementary school preparedness, constructivist approach, pre-school education, mathematical skills, science skills, mental and language development

Kaynakça

• Ahlqhist, S. (2011).The impact of the Storyline approach on the young language learner classroom: a case study in Sweden.
• Akman, B., Üstün, E., &Güler, T. (2003). The ability of 6 year-olds in making use of their science processes. HacettepeUniversity Faculty of Education Journal, 24(24).
• Avcı,S., Yüksel, A. (2013). Students and teachers' thoughts on the storyline teaching approach, Sakarya University Journal of Education, 3/2 (Ağustos /August 2013) ss. 21-35.
• Ayvacı,H.Ş.(2010). A pilot study on developing the ability of preschool children to use their scientific process skills. .Necatibey Faculty of Education Electronics Science and Mathematics Education Journal, 3(2), 4-19.
• Bacak,Selda(2009). The effect of the storyline teaching approach on academic achievement and creativity in social studies course in primary school 5th grade. Master’s Thesis, Celal Bayar University, Manisa.
• Barrett Mitchell- Rhonda. (2010). An Analysis of the Storyline Method in Primary School; Its Theoretical Underpinnings and Its Impact on Pupils’ Intrinsic Motivation, Doktora Tezi, Durham Üniversitesi.
• Bell,S. veHarkness, S. (2006). Storyline: Promoting Language Across the Curriculum. Royston: UKLA.
• Bell,S. (2007). Storyline: Past, Present, Future (Ed.S.Bell, S.HarknessveG.White) Glasgow: Enterprising Careers University of Strathclyde.
• Bilaloğlu,G.R.(2006). The effect on academic achievement and learning permanence of teaching 6 year-olds the immune system using the technique of analogy. Unpublished Master’s Thesis, Çukurova University Social Science Institute, Adana.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., &Demirel, F. (2008). Scientific research methods. Ankara: Pegem Academy, 177-184.
• Büyüktaşkapu, S., Çeliköz, N., &Akman, B. (2012). The effect of a constructivist science education program on the scientific process skills of 6 year-olds. Education and Science, 37(165).
• Ceylan,R.Nuhoğlu,H.(2012). Evaluation of the goals and learning achieved in a preschool program in terms of basic scientific process skills. Buca Faculty of Education Journal 34 (2012).112-127.
• Clements, D., Sarama, J. (2009). Learning and teaching early math : Learning trajectories approach. New York, Routledge.
• Coşkun, Mustafa (2013). The effect of the storyline method in learning mathematical concepts on attitude and achievement, Master’s Thesis, Ahi Evran University, Kırşehir.
• Creswell, J. (1997). Creating Words, constructing meaning: The Scottish Storyline Method. (Ed.J.Creswell). (s:7-13), Potsmouth, NH: Heinemann.
• Creswell, J. (2007). John Dewey and the Storyline Method (Ed.S.Bell,S.Harkness and G.White). (s:89-97), Storyline: Past, Present, Future.Glasgow: Enterprising Careers University of Strathclyde.
• Demircioğlu, H. ,Dinç, M.,Çalik, M. (2013). The effect of storylines embedded within context-based learning approach on grade 6 students’understanding of "physical and chemical change" concepts. Journal of Baltic Science Education, Vol. 12, No. 5, 2013ISSN 1648–3898.
• Eliason,C.,Jenkins, L. (2003). A practical guide to early childhood curriculum. Upper Saddle River, NJ: Merrill.
• Eren,Saliha(2015). Examining the effect of Storyline Method-based Education on the Ability of Five Year-Old Children to Learn Respect for Differences. Master’s Thesis, Hacettepe University, Ankara
• Gazezoğlu,Ö.(2007). The Effect of Teaching 6 year-old Preschool Children Self-care Skills through Games. Master’s Thesis, Dokuz Eylül University Educational Sciences Institute: İzmir.
• Güney, S. Y. (2003). “A Case Study of the Use of Storyline Method-based Education in a Social Studies Class, Master’s Thesis, HacettepeUniversity, Ankara.
• Gürol, A. ,Kerimgil, S. (2012). Primary School Education Pre-Service Teachers’ Views about the Application of the Storyline Method in Social Studies Teaching International Online Journal of Educational Sciences, 2012, 4(2), 325-334.
• Iuppa, Nicholas V.,and Andrew S. Gordon. "Method and apparatus for advanced leadership training simulation and gaming applications." U.S. Patent No. 7,155,158. 26 Dec. 2006.
• İnan, H. Z. (2012). The Reggio Emilia approach and a project approach]. Ankara: Anı Publications.
• KutlucaCanbulat,A.,Tuncel, M. (2012). School enrollment applications and the effectiveness of individualized supportive education. Theoretical and Applied Educational Sciences.12(3), 2059-2075.
• MacBlain, Y. (2007). Storyline – A Creative Approach (Ed.S.Bell, S.HarknessveG.White) Storyline: Past, Present, Future (pp:203-210), Glasgow: Enterprising Careers University of Strathclyde.
• Ministry of Education, Basic education general directorate, (2013). Preschool Education Programs for 36-72 month-old children. Ankara
• Melville, W.,& Pilot, J. (2014). Storylines and the Acceptance of Uncertainty in Science Education. International Journal of Environmental and Science Education, 9(4), 353-368.
• Oktay, A. veUnutkan, Ö.P. (2003). Preparedness for elementary school and comparing preschool with elementary school education. New Approaches to Development and Education. (Prepared by Müzeyyen Sevinç). İstanbul: Morpa Cultural Publications, 145-153.
• Poyraz, Haticeve Hale, Dere (2001). Principles and Methods in Preschool Education (2nd Edition). Ankara: Anı Publications.
• Tepetaş,G.Ş.(2011). An Educational Application regarding the Storyline Method for Supporting 6 year-old Children in Increasing their Level of Knowledge of Basic Concepts, Master’s Thesis, Ankara University, Ankara
• Tepetaş,G.Ş.veHaktanır,G.(2013) An Educational Application regarding the Storyline Method for Supporting 6 year-old Children in Increasing their Level of Knowledge of Basic Concepts, Education and Science.38 (169), 62-79.
• Unutkan, Ö. P. (2003), “Developing and Standardizing the Marmara Elementary School Preparedness Scale”, Unpublished Master’s Thesis, Marmara University, Educational Sciences Institute, Elementary School Department, Preschool Education Teaching Department, İstanbul.
• Yılmaz-Bolat. E.,&Dikici-Sığırtmaç, A. (2006). The effect of musical games on learning numbers and operational concepts. Ege Educational Journal, 7(2), 43-56.
• Yiğit,Ö.E.(2007). Effect of the Storyline Method on Student Achievement in the 6th grade Social Studies Program on the Unit on Our Country's Resources. Unpublished Master’s Thesis. Abant İzzet Baysal University Social Sciences Institute, Bolu.