A Research on Determining the Effect of Drama Based Science Activities on Social Skills in the Teaching of Nutrients Issue

The purpose of the study was determining the effect of drama-based science activities on social skills against to ongoing teaching method considering the correct and balanced nutrition objectives in progress field of self-care skills in the pre-school education plan. The quasi-experimental research method had been adopted to accomplish this purpose. The study group was included of five-year-old students who are studying at a public school in the 2017-2018 academic year. One of the existing classes in the school was designated as the experimental group while the other assigned as the comparison group with the random assignment method. The nutrition issue was taught with drama-based teaching to the children in the experimental group. In the comparison group, the subject of nutrition was instructed by the same researcher as usual. The social skills assessment scale was used as a data collection tool to measure some social skills in early childhood. Two weeks before and after the application, preschool students were observed on a scale in the school setting. The data obtained from the observation results were converted into points and transferred to the computer environment and analyzed utilizing a statistical program. The results of the analysis revealed that using the drama method in the teaching of the nutrients topic increased students' social skills (interpersonal skills, self-control, verbal explanation and listening skills). The use of drama-based teaching in pre-school science education should be encouraged and teachers should be given the ability to design, implement and evaluate drama-based activities