Okul Öncesi Eğitimde Alan Gezisi Etkinlikleri

Öz

Alan gezileri, yapılandırmacı eğitim anlayışının okul öncesi eğitim basamağındaki en somut uygulamalarından biridir. Alan gezisi etkinliklerinin çocuklar ve öğretmenler açısından kazanımları düşünüldüğünde en çok uygulanması gereken etkinliklerden biri olması gerekirken, okul öncesi eğitim kurumlarında en az uygulanan etkinliklerden biridir. Bu çalışmanın amacı okul öncesi eğitim kurumlarında alan gezisi etkinliklerine ilişkin alanyazından yararlanarak eğitimcilere yol gösterici, destekleyici bilgiler sunmaktır. Bu çalışmada, alan gezisini engelleyici faktörlere değinilmiş, alan gezisi türleri tanıtılmış, alan gezisi planlanırken dikkat edilmesi gereken faktörler, alan gezisinden önce yapılması gerekenler, alan gezisi süresince yapılması gerekenler ve alan gezisi sonrası deneyimler yine alanyazından yararlanılarak açıklanmaya çalışılmıştır.

References

1. Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental & Science Education, 9, 235-245.
2. Bilen, M. (1993). Plandan uygulamaya öğretim. Ankara: Takav Matbaacılık.
3. Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10(2), 83-100.
4. Day, M. C., & Parker, R. K. (1977). The preschool in action (2nd ed.) Boston: Allyn and Bacon, Inc.
5. Demir, M. K. (2007). Sınıf öğretmenlerinin hayat bilgisi ve sosyal bilgiler derslerinde gözlem gezisi yöntemini uygulama durumları. Türk Eğitim Bilimleri Dergisi, 5(2), 323-341.
6. Falk, J. H., Martin, W. W., & Balling, J. D. (1978). The novel field trip phenomenon: Adjustment to novel settings interferes with task learning. Journal of Research in Science Teaching,15(2), 127–134.
7. Feeney, L. (1994). Today's teacher trips: Fabulous field trips, Early Childhood Today, 8, 8.
8. Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedurs and scientific reasoning ability. International Journal of Science Education, 23(5), 535-549.

9. Griffin, S. (1990). Going fishing to teach respect for nature. Dimensions of Early Childhood, 18(3), 8-9, 32.
10. Hannu, S. (1993). Science centre education. Motivation and learning in informal education ( Doctoral dissertation, Helsinki University Department of Teacher Education, Finland). http://eric.ed.gov/?id=ED363613 adresinden edinilmiştir.
11. Ertör, E. (2015). İlkokulda görev yapan anasınıfı öğretmenlerinin yaşadıkları yönetsel sorunlara ilişkin görüşleri. Yayınlanmamış yüksek lisans tezi. Atatürk Üniversitesi, Erzurum.
12. Ertör, E. & Akan, D. (2016). The views of the teachers related to the problems the nursery class teachers encounter in personnel services and general services. Bayburt Eğitim Fakültesi Dergisi, 11(1). 1-21.
13. Haynes, N. M., Harris, M., Knuckle, E. P., & Comer, J. P. (1983). Benefits of structured field trip activities on performance on the peabody Picture vocabulary test (PPVT) among a group of black preschoolers. Reports-Research/Technical, 143, 2-9.
14. Hildebrand, V. (1986). Introduction to early childhood education. NewYork: Macmillan.
15. Hofstein, A., & Rosenfeld, S. (1996).Bridging the gap between formal and informal science learning. Studies in Science Education, 28, 87–112.
16. Hoke, M. (1991). Field-trip tips. Science and Children, 28(2), 20-21.
17. Hudak, P. (2003). Campus field exercises for introductory geoscience courses. Journal of Geography, 102(5), 220-225.
18. Kalvaitis, D. (2007). A recipe for outdoor classroom management. Green Teacher, 81, 36-38.
19. Kisiel, J. (2006). More than lions and tigers and bears–Creating meaningful field trip lessons. Science Activities, 43(2), 7-10.
20. Krepel, W. J., & Durral, C. R. (1981). Field trips: A guideline for planning and conducting educational experiences. Washington, DC: National Science Teachers Association.
21. Koç, F., ve Sak, R. (2017). Okul öncesi öğretmenlerinin okul öncesi eğitim programındaki etkinliklere yönelik öz-yeterlik inançlarının incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1).
22. Kola‐Olusanya, A. (2005). Free‐choice environmental education: Understanding where children learn outside of school, Environmental Education Research, 11(3), 297-307. doi: 10.1080/13504620500081152.
23. Leback, K. (2007). Mediating cultural borders during science field trips. Cultural Studies of Science Education, 2, 847-882.
24. Lei, S. A. (2010a). Assessment practices of advanced field ecology courses. Education, 130(3), 404-415.
25. Lei, S. A. (2010b). Field trips in college biology and ecology courses: Revisiting benefits anddrawbacks. Journal of Instructional Psychology, 37(1), 42-48.
26. Mason, J. L. (1980). Field work in earth science classes. School Science and Mathematics, 80, 317-322.
27. Mawdsley, R. D. (1999). Legal issues involving field trips. School Business Affairs, 65(9), 28-31.
28. MEB. (2014). Okul öncesi eğitim programı. Ankara: Vize Yayıncılık.
29. Michie, M. (1998). Factors influencing secondary science teachers to organise and conduct field trips. Australian Science Teacher’s Journal, 44, 43–50.
30. Nachbar, R. (1992). What do grown-ups do all day? The world of work, Young Children, 47(3), 6-12.
31. National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: The National Academies Press.
32. Rebar, B. M. (2012). Teacher’s sources of knowledge for field trip practices. Learning Enviromental Research,15(81), 81-102. doi 10.1007/s10984-012-9101-y.
33. Redleaf, R. (1983). Open the door let's explore. St. Paul, MN: Resources for Child Caring.
34. Rennie, L. J. (2007). Learning science outside of school. In S.K. Abell ve N.G. Lederman (Ed.), Handbook of Research on Science Education (s.125-167). Mahwah, New Jersey: Erlbaum.
35. Rennie, L. J., & McClafferty, T. P. (1995). Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6(4), 175–185.
36. Riley, S. (1989). Pilgrim age to elmwood cemetery. Young Children,44(2), 33-36.
37. Russell, H. (1973). Ten-minute field trips. Washington, DC: NationalScience Teachers Association.
38. Saul, J. (1993). Ready, set, let's go! Using field trips in your curriculum. Day Care and Early Education, 27(1), 27-29.
39. Scarce, R. (1997). Field trıps as short-term experiental education. Teaching Sociology, 24(3), 219-226.
40. Seefeldt, C. (1993). Social studies for the preschool-primary child. New York: Macmillan.
41. Seefeldt, C., & Barbour, N. (1990). Early childhood education: An introduction. Columbus, OH: Merrill.
42. Skrupskelis, A. (1990). Going places with young children. Dimensions of Early Childhood, 18(3), 3-6.
43. Skop, E. (2009). Creating field trip-based learning communities. Journal of Geography,107(6), 230-235. doi: 10.1080/00221340802620164.
44. Starnes, L., Hood, B., Selby, K., Moore, C., & Pattison, J. (1995). Plan successful field trips. Dimensions of Early Childhood, 23(4), 13-15, 32.
45. Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20(3), 245-262.
46. Taylor, S. I, Morris, V., & Cordeau-Young, C. (1997). Field trips in early childhood settings: Expanding the walls of the classroom. Early Childhood Education Journal, 25(2), 141-146.
47. Zigler, E., & Trickett, P. (1974). IQ. Social competence and evaluation of early childhood intervention programs. American Psychologist, 33(9), 789-798.