Antigone LASKARIDES, Alkistis KONTOYIANNI, Asterios TSIARAS, Christina ZONIOU

Gençlere Medeni Kanunu Öğretmek: Hukuk Okuryazarlığı Eğitiminde Süreçsel Dramanın Bir Araç Olarak Kullanımı

Eğitimde dramanın kullanılması öğrenmenin birçok şekline uygulanabilecek deneysel bir öğrenme yoludur. Bu makale, Yunanistan’da bulunan Kranidhi Meslek Okulu’nda eğitim gören 16 yaşındaki gençlere Medeni Kanunu süreçsel drama kullanarak alternatif bir şekilde öğretmeyi kapsayan bir eylem araştırmasını içerir. Karmaşık hukuk anlamlarının drama ile açıklanması hukuk okuryazarlığına giden yolda çok önemlidir. Yöntemin değerlendirilmesi için kontrol grubunda ön test- son test kullanılmıştır. Kontrol grubunda iki meslek okulundan toplamda 30 öğrenci bulunmaktadır. Deney grubunda ise 24 saatlik normal dersler eğitimde drama yöntemi ile işlenmiştir. Ayrıca, veriler görüşme, katılımcı gözlem ve akran gözlem metotları ile toplanmıştır. Sonuçlar, eğitimde drama yönteminin karmaşık Medeni Hukuk terimlerinin anlaşılmasını kolaylaştırdığı savını destekler ve dramanın lise eğitiminde alternatif bir yöntem olarak kullanılması önermesine katkıda bulunur niteliktedir.

Teaching Adolescents Civil Law: Process Drama as a Tool for Achieving Legal Literacy

Drama in Education is an experiential way of learning that can be applied in a variety of ways in many learning fields. This article presents an action research that uses Process Drama as an alternative way of teaching Civil Law class to 16 year old adolescents of the Vocational School of Kranidhi, Greece. Clarifying complex legal meanings through Drama is used as a key to Legal Literacy. A pre-test, post-test design with a control group has been used for the evaluation of the method. In total 30 students of two vocational schools took part. For the experimental group, 24 teaching hours of regular lessons were replaced with teaching using Drama in Education. For the evaluation of this intervention, a valid and reliable tool was developed. In addition, data were also collected from interviews, participant observations and critical friend observations. Results support the claim that Drama in Education leads to better understanding of complex Civil Law meanings and contributes to the proposition of Drama as an alternative way of teaching in secondary school.

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