Ege Eğitim Dergisi 1307-4474 1307-4474 Ege University 10.12984/egeefd.1799764 Fine Arts Education Güzel Sanatlar Eğitimi A Dialoge between Art, Education and Ecology: A/r/tography-Based Learning Experience Sanat, Eğitim ve Ekoloji Arasında Bir Diyalog: A/r/tografi Temelli Öğrenme Deneyimi https://orcid.org/0000-0003-4573-3710 Dağlı Bayram https://orcid.org/0000-0001-5101-2691 Aksoy Şeniz GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ, GÜZEL SANATLAR EĞİTİMİ BÖLÜMÜ 04 15 2026 27 1 10 08 2025 01 30 2026 Copyright © 2001, Ege Journal of Education 2001 Ege Journal of Education

This study examines the effects of using the a/r/tography method to support ecological sustainability in environmental art education. A/r/tography, an art-based educational research approach, was used to enable participants to express their experiences regarding environmental degradation through both written and visual forms of expression. The seven-week application process, conducted with ninth-grade students at Tatvan Science High School, consisted of observation and production activities carried out both inside and outside the school. Data were collected through participant journals, self-assessment texts, semi-structured interviews, and visual portfolios, and analyzed according to the Miles & Huberman model. The findings show that the a/r/tography method increased students' environmental awareness and brought about a cognitive transformation towards sustainability. Pedagogically, the method contributed to students' ability to relate their personal experiences to artistic production and to develop their reflective writing skills. The research reveals that a/r/tographic inquiry has the potential to produce creative, critical, and transformative responses to environmental problems. Overall, the study makes visible the holistic relationship between experience-based learning, artistic expression, and ecological awareness within the context of education.

Bu çalışma, çevresel sanat eğitiminde ekolojik sürdürülebilirliği desteklemek amacıyla a/r/tografi yönteminin kullanımının etkilerini incelemektedir. Sanat temelli bir eğitim araştırması yaklaşımı olan a/r/tografi, katılımcıların çevresel bozulmaya ilişkin deneyimlerini hem yazılı hem de görsel ifade biçimleriyle ortaya koymalarını sağlamak için kullanılmıştır. Tatvan Fen Lisesi’nde dokuzuncu sınıf öğrencileriyle yürütülen yedi haftalık uygulama süreci, okul içinde ve dışında gerçekleştirilen gözlem ve üretim etkinliklerinden oluşmuştur. Araştırma kapsamında veriler; katılımcı günlükleri, öz değerlendirme metinleri, yarı yapılandırılmış görüşmeler ve görsel portfolyolar aracılığıyla toplanmış ve Miles & Huberman modeli doğrultusunda analiz edilmiştir. Elde edilen bulgular, a/r/tografi yönteminin öğrencilerin çevresel farkındalıklarını artırdığını ve sürdürülebilirliğe yönelik düşünsel bir dönüşüm sağladığını göstermektedir. Pedagojik açıdan yöntem, öğrencilerin kişisel deneyimlerini sanatsal üretimle ilişkilendirmelerine ve yansıtıcı yazma becerilerini geliştirmelerine katkı sağlamıştır. Araştırma, a/r/tografik sorgulamanın çevre sorunlarına yaratıcı, eleştirel ve dönüştürücü yanıtlar üretme potansiyeline sahip olduğunu ortaya koymaktadır. Genel olarak çalışma, yaşantı temelli öğrenme, sanatsal ifade ve ekolojik bilinç arasındaki bütüncül ilişkiyi eğitim bağlamında görünür kılmaktadır.

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