Araştırma Makalesi
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SINIF DIŞI ÖĞRETİM İLE ÖĞRENCİLERİN ÇEVRE OKURYAZARLIKLARININ GELİŞTİRİLMESİ: FEN BİLİMLERİ DERSİ 7. SINIF “İNSAN VE ÇEVRE” ÜNİTESİ

Yıl 2020, , 1834 - 1852, 15.12.2020
https://doi.org/10.17240/aibuefd.2020.20.58249-816405

Öz

Bu çalışma, 7.sınıf fen bilimleri dersinde yer alan “İnsan ve Çevre” ünitesinin, sınıf dışı öğretim yaklaşımıyla ele alınması ile öğrencilerin çevre okuryazarlıklarının gelişimine ilişkin yansımaları ortaya koymayı amaçlamaktadır. Araştırmada niteliksel araştırma yöntemleri kullanılmış olup “İnsan ve Çevre” ünitesinin sınıf dışı öğretimi gerçekleştirilirken öğrencilerin süreç boyunca nasıl etkilendiklerini, hangi kazanımları elde ettiklerini derinlemesine incelemek için durum çalışması deseni tercih edilmiştir. Veri toplama araçları öğrenci yansıtma yazıları, gözlemci formları, video çekimleri ve görüşmeler olup toplanan veriler içerik analizine tabi tutulmuştur. Verileri yorumlamada, çevre okuryazarlığının bileşenlerinden yararlanılmıştır. Araştırma bulguları, öğrencilerin sınıf dışı öğretim süreci boyunca çevreci görüşlere eğilim duyma ve empati duygusunun gelişmesi başta olmak üzere pek çok kazanıma sahip olduklarını; hatta bunların yanı sıra özgüven gelişimi, iletişim becerileri gibi kişisel ve sosyal anlamda birtakım kazanımlara da eriştiklerini göstermiştir. Araştırma sonuçları, sınıf dışı öğretimin yararını pek çok açıdan ortaya koymaktadır; bu anlamda mevcut öğretim programlarına alternatif sınıf dışı öğretim programlarının geliştirilmesi, uygun koşullarda, uygulayıcılar tarafından yürütülmesinin sağlanması önerilmektedir.

Destekleyen Kurum

Ondokuz Mayıs Üniversitesi

Proje Numarası

PYO.EGF.1904.13.008

Kaynakça

  • Akınoğlu, O. & Sarı, A. (2009). İlköğretim programlarında çevre eğitimi. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 30, 5-29.
  • Ay, Y., Anagün, Ş. S. & Demir, Z. M. (2015). Sınıf öğretmeni adaylarının fen öğretiminde okul dışı öğrenme hakkındaki görüşleri. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(15), 103-118. http://dx.doi.org/10.7827/TurkishStudies.8702
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri (14. Baskı). Pegem Akademi.
  • Charles, C., & Louv, R. (2020). Wild hope: The transformative power of children engaging with nature. In A. Cutter-Mackenzie-Knowles, K. Malone & E. Barratt Hacking (Eds.), Research handbook on childhood nature. Springer International Handbooks of Education.
  • Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452. https://doi.org/10.1177/0885412215595441
  • Cornell, J. (2009). Sharing nature with children. Dawn Publications.
  • Crompton, J. L., & Sellar, C. (1981). Do outdoor education experiences contribute to positive development in the affective domain? The Journal of Environmental Education, 12(4), 21-29. https://doi.org/10.1080/00958964.1981.9942638
  • Dahlgren, L. O., & Szczepanski, A. (1998). Outdoor education: Literary education and sensory experience. Kinda Education Center.
  • Devine Wright, P., Devine Wright, H., & Fleming, P. (2004). Situational influences upon children’s beliefs about global warming and energy. Environmental Education Research, 10(4), 493-506. https://doi.org/10.1080/1350462042000291029
  • Dewey, J. (1938). Experience and education. Macmillan Company.
  • Disinger, J. F., & Roth, C. E. (1992). Environmental literacy (ED351201). ERIC. https://files.eric.ed.gov/fulltext/ED351201.pdf
  • Dressner, M., & Gill, M. (1994). Environmental education at summer nature camp. Journal of Environmental Education, 25(3), 35-41. https://doi.org/10.1080/00958964.1994.9941956
  • Emmons, K. M. (1997). Perceptions of the environment while exploring the outdoors: A case study in Belize. Environmental Education Research, 3(3), 327-344. https://doi.org/10.1080/1350462970030306
  • Erdoğan, M. (2011). Ekoloji temelli yaz doğa eğitimi programının ilköğretim öğrencilerinin çevreye yönelik bilgi, duyuşsal eğilimler ve sorumlu davranışlarına etkisi. Kuramdan Uygulamaya Eğitim Bilimleri – Educational Sciences: Theory & Practice, 11(4), 2223-2237.
  • Erdoğan, M., Erentay, N., Barss, M., & Nechita, A. (2008). Student’s awareness of endangered species and threatened environments: A comparative case study. International Journal of Hands-on Science, 1(2), 46-53.
  • Fägerstam, E., & Blom, J. (2012). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish highschool context. Journal of Adventure Education & Outdoor Learning, 13(1), 56-75. https://doi.org/10.1080/14729679.2011.647432
  • Fisman, L. (2005). The effects of local learning on environmental awareness in children: An empirical investigation. The Journal of Environmental Education, 36(3), 39-50. https://doi.org/10.3200/JOEE.36.3.39-50
  • Freuder, T. G. (2006). Designing for the future: Promoting ecoliteracy in the design of children's outdoor play environments [Unpublished master thesis]. Virginia Polytechnic Institute and State University, VA.
  • Golob, N. (2011). Learning science through outdoor learning. The New Educational Review, 25(3), 221-234. Higgins, P. & Nicol, R. (2002). Outdoor education: Authentic learning in the context of landscapes. Kinda Education Center.
  • Hung, R. (2007). Educating for and through nature: A Merleau-Pontian approach. Studies in Philosophy and Education, 27, 355-367. https://doi.org/10.1007/s11217-007-9059-x
  • Hungerford, H. R., & Peyton, R. B. (1977). A paradigm of environmental action (ED137116). ERIC. https://files.eric.ed.gov/fulltext/ED137116.pdf
  • Johnston, J. (2007). Outdoor education and environmental (make that nature) learning (EJ899640). ERIC. https://files.eric.ed.gov/fulltext/EJ899640.pdf
  • Kahyaoğlu, E. (2011). An assessment of environmental literacy of Turkish science and technology teachers. [Unpublished doctoral dissertation]. Middle East Technical University.
  • Keleş, Ö., Uzun, N., & Varnacı Uzun, F. (2010). The change of teacher candidates’ environmental consciousness, attitude, thought and behaviors with nature training project and the assessment of its permanence. Electronic Journal of Social Sciences, 9(32), 384-401.
  • Kışoğlu, M., Gürbüz, H., Sülün, A., Alaş, M. & Erkol, M. (2010). Çevre okuryazarlığı ve çevre okuryazarlığı ile ilgili Türkiye’de yapılan çalışmaların değerlendirilmesi. International Online Journal of Educational Sciences, 2(3), 772-791.
  • Leeming, F., Dwyer, W., Porter, B., & Cobern, M. (1993). Outcome research in environmental education: A critical review. Journal of Environmental Education, 24(4), 8-21. https://doi.org/10.1080/00958964.1993.9943504
  • Lisowski, M., & Disinger, J. F. (1991). The effect of field-based instruction on student understanding of ecological concepts. The Journal of Environmental Education, 23(1), 19-23. https://doi.org/10.1080/00958964.1991.9943065
  • Louv, R. (2005). Last child in the woods. Algon quin books.
  • Louv, R. (2012). The nature principle: Reconnecting with life in a virtual age. Algonquin.
  • Lugg, A., & Slattery, D. (2003). Use of national park for outdoor environmental education: An Australian case study. Journal of Adventure Education & Outdoor Learning, 3(1), 77-92. https://doi.org/10.1080/14729670385200261
  • Magntorn, O. (2007). Reading Nature: Developing ecological literacy through teaching [Unpublished doctoral dissertation]. Linköping University Department of Social and Welfare Studies.
  • MEB. (2005). İlköğretim fen ve teknoloji dersi öğretim programı. T.C. Milli Eğitim Bakanlığı.
  • MEB. (2013). İlköğretim kurumları (ilkokul ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. T.C. Milli Eğitim Bakanlığı.
  • MEB. (2017). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). T.C. Milli Eğitim Bakanlığı.
  • Mutlu, G. & Çelik, M. (2019, Ekim 4-6). Türkiye’de fen bilgisi eğitiminde okul dışı öğrenme ortamlarına ilişkin yapılan araştırmalar: Bir meta-analiz çalışması. 1.Uluslararası Eğitim Araştırmaları Kongresi/1st International Educational Research Conference, İzmir Demokrasi Üniversitesi, İzmir, Türkiye.
  • Okur, E. (2012). Sınıf dışı deneyimsel öğretim: Ekoloji uygulaması [Yayımlanmamış doktora tezi]. Çanakkale Onsekiz Mart Üniversitesi.
  • Orr, D. W. (1990). Environmental education and ecological literacy. The Education Digest, 55(9), 49-53.
  • Palmberg, I. E. & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. Journal of Environmental Education, 3(4), 32-36. https://doi.org/10.1080/00958960009598649
  • Prince, H. E. (2020). The lasting impacts of outdoor adventure residential experiences on young people. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2020.1784764
  • Roth, C. E. (1992). Environmental literacy: Its’ roots, evolution and directions in the 1990s (ED348235). ERIC. https://files.eric.ed.gov/fulltext/ED348235.pdf
  • Sandell, K., Öhman, J., & Östman, L. (2005). Education for sustainable development. Studentlitteratur AB. Sobel, D. (1999). Beyond ecophobia: Reclaiming the heart in nature education. The Orion Society.
  • Tanrıverdi, B. (2009). Eğitim programlarında yer alan kazanımların sürdürülebilir kalkınma stratejisi açısından incelenmesi. Eğitim ve Bilim, 34(151), 89-103.
  • Taş, E., & Gülen, S. (2019). Analysis of the influence of outdoor education activities on seventh grade students. Participatory Educational Research (PER), 6(2), 122-143. http://dx.doi.org/10.17275/per.19.17.6.2
  • Thompson, I. H. (2000). Aesthetic, social and ecological values in landscape architecture. A discourse analysis. Ethics, Placeand Environment, 3(3), 269-287. https://doi.org/10.1080/713665903
  • Walljasper, J. (2020, September). Turning education inside out. Children & Nature Network. https://www.childrenandnature.org/resources/turning-education-inside-out/
  • Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311-330. https://doi.org/10.1177/0013916503035003001

IMPROVING ENVIRONMENTAL LITERACY OF STUDENTS WITH OUTDOOR EDUCATION: 7TH GRADE SCIENCE COURSE "HUMAN AND ENVIRONMENT" UNIT

Yıl 2020, , 1834 - 1852, 15.12.2020
https://doi.org/10.17240/aibuefd.2020.20.58249-816405

Öz

This study aims to reveal the reflections on students’ development of environmental literacy by taking the “Human and Environment” unit in the 7th grade science course with an outdoor teaching approach. Qualitative research methods were used in the study, and the case study design was preferred to examine how students were affected during the process and what gains they achieved while learning the “Human and Environment” unit outside the classroom. Data collection tools were student reflection papers, observer forms, videos and interviews, and the collected data were analysed by using content analysis. Components of environmental literacy were used to interpret the data. The findings of the research showed that students had positive gains in the development of environmentalist views and empathy throughout outdoor learning process. In addition to these, findings also showed that they had attained some personal and social gains such as self-confidence development and communication skills. Research results reveal the usefulness of outdoor teaching in many ways. In this sense, it is recommended to develop alternative outdoor education programs for existing curriculum and to ensure that they are carried out by practitioners under appropriate conditions.

Proje Numarası

PYO.EGF.1904.13.008

Kaynakça

  • Akınoğlu, O. & Sarı, A. (2009). İlköğretim programlarında çevre eğitimi. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 30, 5-29.
  • Ay, Y., Anagün, Ş. S. & Demir, Z. M. (2015). Sınıf öğretmeni adaylarının fen öğretiminde okul dışı öğrenme hakkındaki görüşleri. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(15), 103-118. http://dx.doi.org/10.7827/TurkishStudies.8702
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri (14. Baskı). Pegem Akademi.
  • Charles, C., & Louv, R. (2020). Wild hope: The transformative power of children engaging with nature. In A. Cutter-Mackenzie-Knowles, K. Malone & E. Barratt Hacking (Eds.), Research handbook on childhood nature. Springer International Handbooks of Education.
  • Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452. https://doi.org/10.1177/0885412215595441
  • Cornell, J. (2009). Sharing nature with children. Dawn Publications.
  • Crompton, J. L., & Sellar, C. (1981). Do outdoor education experiences contribute to positive development in the affective domain? The Journal of Environmental Education, 12(4), 21-29. https://doi.org/10.1080/00958964.1981.9942638
  • Dahlgren, L. O., & Szczepanski, A. (1998). Outdoor education: Literary education and sensory experience. Kinda Education Center.
  • Devine Wright, P., Devine Wright, H., & Fleming, P. (2004). Situational influences upon children’s beliefs about global warming and energy. Environmental Education Research, 10(4), 493-506. https://doi.org/10.1080/1350462042000291029
  • Dewey, J. (1938). Experience and education. Macmillan Company.
  • Disinger, J. F., & Roth, C. E. (1992). Environmental literacy (ED351201). ERIC. https://files.eric.ed.gov/fulltext/ED351201.pdf
  • Dressner, M., & Gill, M. (1994). Environmental education at summer nature camp. Journal of Environmental Education, 25(3), 35-41. https://doi.org/10.1080/00958964.1994.9941956
  • Emmons, K. M. (1997). Perceptions of the environment while exploring the outdoors: A case study in Belize. Environmental Education Research, 3(3), 327-344. https://doi.org/10.1080/1350462970030306
  • Erdoğan, M. (2011). Ekoloji temelli yaz doğa eğitimi programının ilköğretim öğrencilerinin çevreye yönelik bilgi, duyuşsal eğilimler ve sorumlu davranışlarına etkisi. Kuramdan Uygulamaya Eğitim Bilimleri – Educational Sciences: Theory & Practice, 11(4), 2223-2237.
  • Erdoğan, M., Erentay, N., Barss, M., & Nechita, A. (2008). Student’s awareness of endangered species and threatened environments: A comparative case study. International Journal of Hands-on Science, 1(2), 46-53.
  • Fägerstam, E., & Blom, J. (2012). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish highschool context. Journal of Adventure Education & Outdoor Learning, 13(1), 56-75. https://doi.org/10.1080/14729679.2011.647432
  • Fisman, L. (2005). The effects of local learning on environmental awareness in children: An empirical investigation. The Journal of Environmental Education, 36(3), 39-50. https://doi.org/10.3200/JOEE.36.3.39-50
  • Freuder, T. G. (2006). Designing for the future: Promoting ecoliteracy in the design of children's outdoor play environments [Unpublished master thesis]. Virginia Polytechnic Institute and State University, VA.
  • Golob, N. (2011). Learning science through outdoor learning. The New Educational Review, 25(3), 221-234. Higgins, P. & Nicol, R. (2002). Outdoor education: Authentic learning in the context of landscapes. Kinda Education Center.
  • Hung, R. (2007). Educating for and through nature: A Merleau-Pontian approach. Studies in Philosophy and Education, 27, 355-367. https://doi.org/10.1007/s11217-007-9059-x
  • Hungerford, H. R., & Peyton, R. B. (1977). A paradigm of environmental action (ED137116). ERIC. https://files.eric.ed.gov/fulltext/ED137116.pdf
  • Johnston, J. (2007). Outdoor education and environmental (make that nature) learning (EJ899640). ERIC. https://files.eric.ed.gov/fulltext/EJ899640.pdf
  • Kahyaoğlu, E. (2011). An assessment of environmental literacy of Turkish science and technology teachers. [Unpublished doctoral dissertation]. Middle East Technical University.
  • Keleş, Ö., Uzun, N., & Varnacı Uzun, F. (2010). The change of teacher candidates’ environmental consciousness, attitude, thought and behaviors with nature training project and the assessment of its permanence. Electronic Journal of Social Sciences, 9(32), 384-401.
  • Kışoğlu, M., Gürbüz, H., Sülün, A., Alaş, M. & Erkol, M. (2010). Çevre okuryazarlığı ve çevre okuryazarlığı ile ilgili Türkiye’de yapılan çalışmaların değerlendirilmesi. International Online Journal of Educational Sciences, 2(3), 772-791.
  • Leeming, F., Dwyer, W., Porter, B., & Cobern, M. (1993). Outcome research in environmental education: A critical review. Journal of Environmental Education, 24(4), 8-21. https://doi.org/10.1080/00958964.1993.9943504
  • Lisowski, M., & Disinger, J. F. (1991). The effect of field-based instruction on student understanding of ecological concepts. The Journal of Environmental Education, 23(1), 19-23. https://doi.org/10.1080/00958964.1991.9943065
  • Louv, R. (2005). Last child in the woods. Algon quin books.
  • Louv, R. (2012). The nature principle: Reconnecting with life in a virtual age. Algonquin.
  • Lugg, A., & Slattery, D. (2003). Use of national park for outdoor environmental education: An Australian case study. Journal of Adventure Education & Outdoor Learning, 3(1), 77-92. https://doi.org/10.1080/14729670385200261
  • Magntorn, O. (2007). Reading Nature: Developing ecological literacy through teaching [Unpublished doctoral dissertation]. Linköping University Department of Social and Welfare Studies.
  • MEB. (2005). İlköğretim fen ve teknoloji dersi öğretim programı. T.C. Milli Eğitim Bakanlığı.
  • MEB. (2013). İlköğretim kurumları (ilkokul ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. T.C. Milli Eğitim Bakanlığı.
  • MEB. (2017). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). T.C. Milli Eğitim Bakanlığı.
  • Mutlu, G. & Çelik, M. (2019, Ekim 4-6). Türkiye’de fen bilgisi eğitiminde okul dışı öğrenme ortamlarına ilişkin yapılan araştırmalar: Bir meta-analiz çalışması. 1.Uluslararası Eğitim Araştırmaları Kongresi/1st International Educational Research Conference, İzmir Demokrasi Üniversitesi, İzmir, Türkiye.
  • Okur, E. (2012). Sınıf dışı deneyimsel öğretim: Ekoloji uygulaması [Yayımlanmamış doktora tezi]. Çanakkale Onsekiz Mart Üniversitesi.
  • Orr, D. W. (1990). Environmental education and ecological literacy. The Education Digest, 55(9), 49-53.
  • Palmberg, I. E. & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. Journal of Environmental Education, 3(4), 32-36. https://doi.org/10.1080/00958960009598649
  • Prince, H. E. (2020). The lasting impacts of outdoor adventure residential experiences on young people. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2020.1784764
  • Roth, C. E. (1992). Environmental literacy: Its’ roots, evolution and directions in the 1990s (ED348235). ERIC. https://files.eric.ed.gov/fulltext/ED348235.pdf
  • Sandell, K., Öhman, J., & Östman, L. (2005). Education for sustainable development. Studentlitteratur AB. Sobel, D. (1999). Beyond ecophobia: Reclaiming the heart in nature education. The Orion Society.
  • Tanrıverdi, B. (2009). Eğitim programlarında yer alan kazanımların sürdürülebilir kalkınma stratejisi açısından incelenmesi. Eğitim ve Bilim, 34(151), 89-103.
  • Taş, E., & Gülen, S. (2019). Analysis of the influence of outdoor education activities on seventh grade students. Participatory Educational Research (PER), 6(2), 122-143. http://dx.doi.org/10.17275/per.19.17.6.2
  • Thompson, I. H. (2000). Aesthetic, social and ecological values in landscape architecture. A discourse analysis. Ethics, Placeand Environment, 3(3), 269-287. https://doi.org/10.1080/713665903
  • Walljasper, J. (2020, September). Turning education inside out. Children & Nature Network. https://www.childrenandnature.org/resources/turning-education-inside-out/
  • Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311-330. https://doi.org/10.1177/0013916503035003001
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Çiğdem Karakaya Akçadağ 0000-0002-6034-3895

Elif Omca Çobanoğlu 0000-0002-3691-8273

Proje Numarası PYO.EGF.1904.13.008
Yayımlanma Tarihi 15 Aralık 2020
Gönderilme Tarihi 27 Ekim 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Karakaya Akçadağ, Ç., & Çobanoğlu, E. O. (2020). SINIF DIŞI ÖĞRETİM İLE ÖĞRENCİLERİN ÇEVRE OKURYAZARLIKLARININ GELİŞTİRİLMESİ: FEN BİLİMLERİ DERSİ 7. SINIF “İNSAN VE ÇEVRE” ÜNİTESİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(4), 1834-1852. https://doi.org/10.17240/aibuefd.2020.20.58249-816405