Özel Yetenekli İlkokul Öğrencileri için Disiplinlerarası Bir Doğa Eğitimi Programı ve Onların Çevre Okuryazarlığına Etkisi

Year 2018, Volume: 17 Issue: 4, 1928 - 1943, 01.12.2018

Hasret Nuhoğlu Yeşim İmamoğlu

https://doi.org/10.17051/ilkonline.2019.506905

Abstract

Bu
çalışmanın temel amacı, özel yetenekli öğrencilerin doğayı keşfetme ve çevre
sorunlarına sistematik bir şekilde bakabilme fırsatı sağlamak üzere
geliştirilmiş olan displinlerarası doğa eğitimi programını tanıtmaktır. İkinci
amaç ise geliştirilen programın öğrencilerin çevre okuryazarlığına etkisinin
araştırılmasıdır. Çalışma grubu üstün yetenekli 20 ilkokul öğrencisinden
oluşmaktadır. Didep, Türkiye’nin en zengin endemik türlerinin korunduğu İstanbul
ilindeki bir botanik bahçesi’nde gerçekleştirilmiştir. Programın etkinliği, çevre
bilgisi testi (ÇBT), çevreye yönelik duyuşsal eğilimler (ÇYDE) ve çevreye
yönelik sorumlu davranış (ÇYSD) ölçeklerini içeren İlköğretim Çevre Okuryazarlığı
Anketi ile ölçülmüştür. Bunun yanı sıra öğrencilerin performansı ve program
hakkındaki görüşleri değerlendilirmiştir. Veri analizi sonucunda öğrencilerin
çevre bilgisinde ve çevreye
yönelik duyuşsal eğilimlerinde anlamlı farklılıklar gözlemlenmiştir. Öğrenciler ile yapılan görüşmeler
ve gözlemler de bu sonuçları desteklemektedir. Bulgular doğrultusunda programın
olumlu ve olumsuz yanları tartışılmıştır.

Keywords

Özel yeteneklilerin eğitimi, disiplinlerarası öğrenme-öğretme, doğa eğitimi, çevre eğitimi, çevre okuryazarlığı, okul dışı öğrenme ortamları

An Interdisciplinary Nature Education Program for Gifted Primary School Students and its Effect on their Environmental Literacy

Abstract

The
aim of this study is to introduce an interdisciplinary nature education program
(INEP), developed for gifted students in order to create an opportunity for
them to discover nature and approach environmental problems in a systematic
way. Another aim is to investigate the effect of the program on environmental
literacy. Participants of the study were 20 gifted primary school students.
INEP took place in a botanical garden preserving the richest endemic species of
Turkey.  Effectiveness INEP was measured
by Elementary School Environmental Literacy Instrument, consisting test of environmental
knowledge (TEK), affective disposition towards environment (ADTES) and
responsible environmental behavior (CREBS) scales. In addition, participating
students’ performances and their views about the program were evaluated.
Results of data analysis revealed significant differences in students’
environmental knowledge and affective disposition towards the environment.
Student interviews and observations also support this result. In accordance
with the findings, strengths and weaknesses of the program are discussed.

Keywords

Gifted education, interdisciplinary learning and teaching, nature education, environmental education, environmental literacy, out of school learning environments

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