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Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması

Year 2021, Volume 7, Issue 2, 348 - 377, 31.12.2021
https://doi.org/10.47615/issej.1017044

Abstract

Ülkemizde doğal alan macera eğitimi ve macera turizm etkinlik ve programları cumhuriyetin ilk dönemlerine dayanıyorken, bu konudaki araştırma sonuçları nispeten kısıtlı ve yenidir. Uluslararası literatürde bu konularla ilgili tatminkar düzeyde kanıt bulunmakta veya üzerinde halen yoğun çalışmalar devam ettirilmektedir. Bu kapsamda çalışmanın amacı, açık (doğal) alan rekreasyonu kapsamında doğa eğitim paradigmasının kavram ve yaklaşımlarını olgusal bir yaklaşımla inceleyerek macera eğitim programlarının kazanımları araştırmalar ışığında derlemektir. Kavramsal değerlendirme sonuçları “açık alan” kavramının geniş bir anlamı yansıttığı ve “doğal alan” ifadesinin, kastedilen insan eli değmemiş yabanıl çevrenin tasviri açısından daha anlamlı olduğunu, etkinlik içeriklerinde sunulan doğa, macera ya da ekstrem spor kavramlarının aslında sinonim anlamlar taşıdığını, katılımın altında yatan nedenlerin nihayetinde “akış deneyimi” olduğunu, doğal alan rekreasyonu kapsamında ele alınan macera programlarının birey ve toplum yaşamında bilişsel, duyuşsal ve fiziksel anlamda önemli ölçüde fayda sağlayabileceğini, katılımcılar açısından program kazanımlarının bireyler arası, bireysel, ekolojik ve çevresel, liderlik, karar verme, muhakeme ve akademik becerilerine yönelik olduğu ve son olarak bu katkıların grup büyüklüğü, etkinlik süresi ve yaş değişkenine karşı duyarlılık taşıdığı sistematik biçimde ortaya konmuştur.

References

  • Berry, M., Lomax, J., & Hodgson, C. (2015). Adventure Sport Coaching. New York: Routledge.
  • Brown, I. D. (1989). Managing for adventure recreation. . Australian Parks and Recreation, 25(4), , 37-40.
  • Brymer, E., & Schweitzer, R. (2013). The search for freedom in extreme sports: A phenomenological exploration. Psychology of Sport and Exercise; 14, 865-873.
  • Brymer, E., & Schweitzer, R. (2017). Phenomenology and the Extreme Sport Experience.. London: Routledge (p:13-44).
  • Buckley, R. (2007). Adventure tourism products: price, duration, size, skill, remoteness. . Tourism Management , 28(6): 1428-33.
  • Buckley, R. (2010). Adventure Tourism Management. Oxford: Elsevier.
  • Caine, D. ( 2012). Epidemiology of Injury in Adventure and Extreme Sports. T. Heggie, & D. Caine içinde, Medicine and Sport Science Vol:58 (s. 1–16). Basel: Karger.
  • Cason, D., & Gillis, H. (1994). A meta-analysis of outdoor adventure programming with adolescent. Journal of Experimential Education; 17, 40-47.
  • Cater, C. I. (2006). Playing with risk? Participant perceptions of risk and management implications in adventure tourism. Tourism Management. 27,, 317-325.
  • Cohen-Gewerc, E., & Stebbins, R. (2013). Serious Leisure and İndividuality. Montreal & Kingston: McGill-Queen’s University Press.
  • Cordes, K. A., & Hutson, G. (2015). Outdoor Recreation: Enrichment for a Lifetime. Urbana, IL: Sagamore Publishing LLC; 4th edition.
  • Creyer, E., Ross, W., & Evers, D. (2003). Risky recreation: an exploration of factors influencing the likelihood of participation and the effects of experience,. Leisure Studies, 22:3, , 239-253, DOI: 10.1080/026143603200068000.
  • Crilley, G. (2003). Education; Outdoor leisure education. J. Jenkins, & J. Pigram içinde, Encyclopedia of Leisure and Outdoor Recreation (s. 137-139). London: Routledge.
  • Çelebi, M., Dinç, S., Özen, G., & Aras, D. (2009). Doğa Eğitimi ve Macera Oyunları Çalıştayı. V. Doğa Sporları Sempozyumu. Ankara: Hacettepe Üniv. Spor Bil. ve Tekn. YO.
  • D’Amato, L., & Krasny, M. (2011). D’Amato, L.G., Krasny M.E.Outdoor adventure education: Applying transformative learning theory to understanding instrumental learning and personal growth in environmental education. The Journal of Environmental Education, 237-254.
  • Day, D., & Halpin, S. (2004). Growing leaders for tomorrow: An introduction. In D. V. D. Day, S. Zaccaro, & S. Halpin içinde, Leader development for transforming organizations: Growing leaders for tomorrow (pp. 3-22). Mahwah, NJ: Erlbaum. (s. 3-22 ). Mahwah, NJ:: Erlbaum.
  • Dickson, T. J., Gray, T., & Mann, K. (2008). Australian Outdoor Adventure Activity Benefits Catalogue. Australia: Centre for Tourism Research, University of Canberra.
  • Dinç, S. (2018). Doğa Sporları Etkinliklerine İlişkin Liderlik Ölçeğinin Geliştirilmesi. Ankara: Spor Yayınevi ve Kitapevi.
  • Dinç, S. C. (2021). Doğa ve Macera Rekreasyonunun Olgusal İncelemesi. S. Güneş, & F. Varol içinde, REKREASYON (Disiplinlerarası Yaklaşım ve Örnek Olaylar) (141-175). Ankara: Nobel.
  • Draper, N., & Hodgson, C. (2008). Adventure Sport Physiology. West Sussex: John Wiley & Sons.
  • E. Brymer, R. S. (2013). The search for freedom in extreme sports: A phenomenological exploration. Psychology of Sport and Exercise; 14, 865-873.
  • Ewert , A., & Hollenhorst , S. (1997;). Adventure recreation and its implications for wilderness. Int. Journal of Wilderness, 3 : 21–26.
  • Ewert, , A., & Sibthorp, J. (2014). Outdoor Adventure Education: Foundation, Theory, and Research. Champaign: Human Kinetics.
  • Ewert, A. (2007). Leisure, Recreation, and Adventure: A multidimensional relationship, . Special Issue on Leisure, Recreation, and Adventure of Ann of Leisure Research 10 (1)., 10-20.
  • Ewert, A., & Overholt, J. (2010). Fostering Leadership Through a Three-Week Experience: Does Outdoor Education Make a Difference? ,. Research in Outdoor Education, 10, 38-47.
  • Ewert, A., Mitten,, D., & Overholt, J. (2014). Naturel Environment and Human Health. London: CAB International.
  • Gass, M. (1993). Adventure therapy:Therapeutic applications of adventure programming. NY.: Kendall/Hunt Pub.
  • Hardiman, N., & Burgin,, S. (2011). Canyoners’ perceptions, their evaluation of visit impacts and acceptable policies for canyon management in the Blue Mountains (Australia). Managing Leisure, 15, 264-278.
  • Hattie, J., Marsh, H., Neill, J., & Richard, G. (1997). Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Differences. Review of Education Research, (67)1; 43-87.
  • Kerr , J., & Houge Mackenzie, S. (2012). Multiple Motives for Participating in Adventure Sports. Psychology of Sport and Exercise, 13: 649-657. doi:10.1016/j.psychsport.2012.04.002.
  • Lord, R., & Hall, R. (2005). Identity, deep structure and the development of leadership skill. Leadership Quarterly, 16, , 591-615.
  • Mazıcıoğlu, M., Baştürk , M., & Çetinkaya, F. (2000). Daðcılarda Kişilik Yapısının Araştırılması; Kısa Semptom Envanteri. Klinik Psikiatri; 3, 61-66.
  • Mumford, , M., Zaccaro, S., Connelly, M., & Marks, M. (2000). Leadership skills: Conclusions and future directions. Leadership Quarterly, 11(1),, 155-170.
  • Page, S., & Connell, J. (2010). Leisur; an introduction. Harlow: Pearson Education Limited.
  • Priest , S., & Gass, M. (2017). Effective Leadership in Adventure Programming, 3E; . Champaign, IL,: Human Kinetics: ISBN 978-1-4925-4786-0.
  • Raynods, J., Lodato, A., Gordon, R., Blair-Smith, C., Welsh, J., & Garrett, J. (2007). Leadership the Outward Bound Way. . Seattle, WA: : The Mountaineers Books.
  • Riggins, R. (1985). The Colorado Outward Bound school: Biographical and personality factors contributing to the leadership effectiveness of instructors. Journal of Environmental Education, 16 (3), 6-11.
  • Rose, J., Paisley, K., Sibthorp, J., Furman, N., & Gookin, J. (2010). Adventure Education Learning Mechanisms Across Populations: Qualitative Results from the National Outdoor Leadership School. Journal of Outdoor Recreation, Education, and Leadership Vol. 2, No. 2,, 68-72.
  • Sibthorp, J., Paisley, K., & Gookin, J. (2007). Exploring Participant Development Through Adventure-Based Programming: A Model from the National Outdoor Leadership School. Leisure Sciences, 29:, 1-18.
  • The George Washington University, Adventure Travel Trade Association and Xola Consulting. (2010). ATTA News. : http://www.adventuretravelnews. Washington: The George Washington University, Adventure Travel Trade Association and Xola Consulting.
  • Torkildsen, G. (2002). Leisure and Recreation Managements. (Fourth Edition). . London : Taylor & Francis Group.
  • Virden , R. (2006). Outdoor and Adventure Recreation. H. Kinetics içinde, Introduction To Recreation and Leisure (s. 307-333). Champaign: Human Kinetics.

Outdoor Adventure Education Paradigm in the Scope of Outdoor Recreation

Year 2021, Volume 7, Issue 2, 348 - 377, 31.12.2021
https://doi.org/10.47615/issej.1017044

Abstract

While outdoor adventure education and adventure tourism activities and programs in our country are based on the first periods of the republic, the research results on the topic is relatively limited and new. There is a satisfactory level of evidence on these issues in the international literature or intensive studies are still ongoing. In this context, the aim of the study is to examine the concepts and approaches of the outdoor adventure education paradigm within the scope of outdoor recreation with a factual approach and to review the adventure education programs outcomes in the light of research. The results of the conceptual assessment showed that the concept of "out-of-door" reflects a broad meaning and that the expression "outdoor" is more meaningful in terms of the description of the natural wild environment, the concepts of outdoor pursuits, adventure or extreme sports presented in the activity content has synonymous meanings, the underlying reasons for participation are ultimately the “flow: optimal experience”, adventure programs handled within the scope of outdoor recreation can provide significant cognitive, emotional and physical benefits in individual and community life, the program outcomes for the participants are related to interpersonal, intrapersonal, ecological and environmental, leadership, decision-making, judgement and academic skills and finally, these contributions are sensitive to the variable of group size, duration of activity and age.

References

  • Berry, M., Lomax, J., & Hodgson, C. (2015). Adventure Sport Coaching. New York: Routledge.
  • Brown, I. D. (1989). Managing for adventure recreation. . Australian Parks and Recreation, 25(4), , 37-40.
  • Brymer, E., & Schweitzer, R. (2013). The search for freedom in extreme sports: A phenomenological exploration. Psychology of Sport and Exercise; 14, 865-873.
  • Brymer, E., & Schweitzer, R. (2017). Phenomenology and the Extreme Sport Experience.. London: Routledge (p:13-44).
  • Buckley, R. (2007). Adventure tourism products: price, duration, size, skill, remoteness. . Tourism Management , 28(6): 1428-33.
  • Buckley, R. (2010). Adventure Tourism Management. Oxford: Elsevier.
  • Caine, D. ( 2012). Epidemiology of Injury in Adventure and Extreme Sports. T. Heggie, & D. Caine içinde, Medicine and Sport Science Vol:58 (s. 1–16). Basel: Karger.
  • Cason, D., & Gillis, H. (1994). A meta-analysis of outdoor adventure programming with adolescent. Journal of Experimential Education; 17, 40-47.
  • Cater, C. I. (2006). Playing with risk? Participant perceptions of risk and management implications in adventure tourism. Tourism Management. 27,, 317-325.
  • Cohen-Gewerc, E., & Stebbins, R. (2013). Serious Leisure and İndividuality. Montreal & Kingston: McGill-Queen’s University Press.
  • Cordes, K. A., & Hutson, G. (2015). Outdoor Recreation: Enrichment for a Lifetime. Urbana, IL: Sagamore Publishing LLC; 4th edition.
  • Creyer, E., Ross, W., & Evers, D. (2003). Risky recreation: an exploration of factors influencing the likelihood of participation and the effects of experience,. Leisure Studies, 22:3, , 239-253, DOI: 10.1080/026143603200068000.
  • Crilley, G. (2003). Education; Outdoor leisure education. J. Jenkins, & J. Pigram içinde, Encyclopedia of Leisure and Outdoor Recreation (s. 137-139). London: Routledge.
  • Çelebi, M., Dinç, S., Özen, G., & Aras, D. (2009). Doğa Eğitimi ve Macera Oyunları Çalıştayı. V. Doğa Sporları Sempozyumu. Ankara: Hacettepe Üniv. Spor Bil. ve Tekn. YO.
  • D’Amato, L., & Krasny, M. (2011). D’Amato, L.G., Krasny M.E.Outdoor adventure education: Applying transformative learning theory to understanding instrumental learning and personal growth in environmental education. The Journal of Environmental Education, 237-254.
  • Day, D., & Halpin, S. (2004). Growing leaders for tomorrow: An introduction. In D. V. D. Day, S. Zaccaro, & S. Halpin içinde, Leader development for transforming organizations: Growing leaders for tomorrow (pp. 3-22). Mahwah, NJ: Erlbaum. (s. 3-22 ). Mahwah, NJ:: Erlbaum.
  • Dickson, T. J., Gray, T., & Mann, K. (2008). Australian Outdoor Adventure Activity Benefits Catalogue. Australia: Centre for Tourism Research, University of Canberra.
  • Dinç, S. (2018). Doğa Sporları Etkinliklerine İlişkin Liderlik Ölçeğinin Geliştirilmesi. Ankara: Spor Yayınevi ve Kitapevi.
  • Dinç, S. C. (2021). Doğa ve Macera Rekreasyonunun Olgusal İncelemesi. S. Güneş, & F. Varol içinde, REKREASYON (Disiplinlerarası Yaklaşım ve Örnek Olaylar) (141-175). Ankara: Nobel.
  • Draper, N., & Hodgson, C. (2008). Adventure Sport Physiology. West Sussex: John Wiley & Sons.
  • E. Brymer, R. S. (2013). The search for freedom in extreme sports: A phenomenological exploration. Psychology of Sport and Exercise; 14, 865-873.
  • Ewert , A., & Hollenhorst , S. (1997;). Adventure recreation and its implications for wilderness. Int. Journal of Wilderness, 3 : 21–26.
  • Ewert, , A., & Sibthorp, J. (2014). Outdoor Adventure Education: Foundation, Theory, and Research. Champaign: Human Kinetics.
  • Ewert, A. (2007). Leisure, Recreation, and Adventure: A multidimensional relationship, . Special Issue on Leisure, Recreation, and Adventure of Ann of Leisure Research 10 (1)., 10-20.
  • Ewert, A., & Overholt, J. (2010). Fostering Leadership Through a Three-Week Experience: Does Outdoor Education Make a Difference? ,. Research in Outdoor Education, 10, 38-47.
  • Ewert, A., Mitten,, D., & Overholt, J. (2014). Naturel Environment and Human Health. London: CAB International.
  • Gass, M. (1993). Adventure therapy:Therapeutic applications of adventure programming. NY.: Kendall/Hunt Pub.
  • Hardiman, N., & Burgin,, S. (2011). Canyoners’ perceptions, their evaluation of visit impacts and acceptable policies for canyon management in the Blue Mountains (Australia). Managing Leisure, 15, 264-278.
  • Hattie, J., Marsh, H., Neill, J., & Richard, G. (1997). Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Differences. Review of Education Research, (67)1; 43-87.
  • Kerr , J., & Houge Mackenzie, S. (2012). Multiple Motives for Participating in Adventure Sports. Psychology of Sport and Exercise, 13: 649-657. doi:10.1016/j.psychsport.2012.04.002.
  • Lord, R., & Hall, R. (2005). Identity, deep structure and the development of leadership skill. Leadership Quarterly, 16, , 591-615.
  • Mazıcıoğlu, M., Baştürk , M., & Çetinkaya, F. (2000). Daðcılarda Kişilik Yapısının Araştırılması; Kısa Semptom Envanteri. Klinik Psikiatri; 3, 61-66.
  • Mumford, , M., Zaccaro, S., Connelly, M., & Marks, M. (2000). Leadership skills: Conclusions and future directions. Leadership Quarterly, 11(1),, 155-170.
  • Page, S., & Connell, J. (2010). Leisur; an introduction. Harlow: Pearson Education Limited.
  • Priest , S., & Gass, M. (2017). Effective Leadership in Adventure Programming, 3E; . Champaign, IL,: Human Kinetics: ISBN 978-1-4925-4786-0.
  • Raynods, J., Lodato, A., Gordon, R., Blair-Smith, C., Welsh, J., & Garrett, J. (2007). Leadership the Outward Bound Way. . Seattle, WA: : The Mountaineers Books.
  • Riggins, R. (1985). The Colorado Outward Bound school: Biographical and personality factors contributing to the leadership effectiveness of instructors. Journal of Environmental Education, 16 (3), 6-11.
  • Rose, J., Paisley, K., Sibthorp, J., Furman, N., & Gookin, J. (2010). Adventure Education Learning Mechanisms Across Populations: Qualitative Results from the National Outdoor Leadership School. Journal of Outdoor Recreation, Education, and Leadership Vol. 2, No. 2,, 68-72.
  • Sibthorp, J., Paisley, K., & Gookin, J. (2007). Exploring Participant Development Through Adventure-Based Programming: A Model from the National Outdoor Leadership School. Leisure Sciences, 29:, 1-18.
  • The George Washington University, Adventure Travel Trade Association and Xola Consulting. (2010). ATTA News. : http://www.adventuretravelnews. Washington: The George Washington University, Adventure Travel Trade Association and Xola Consulting.
  • Torkildsen, G. (2002). Leisure and Recreation Managements. (Fourth Edition). . London : Taylor & Francis Group.
  • Virden , R. (2006). Outdoor and Adventure Recreation. H. Kinetics içinde, Introduction To Recreation and Leisure (s. 307-333). Champaign: Human Kinetics.

Details

Primary Language Turkish
Subjects Education, Scientific Disciplines
Journal Section Makaleler
Authors

Sırrı Cem DİNÇ (Primary Author)
Nevşehir Hacı Bektaş Veli Üniversitesi Spor Bilimleri ve Teknolojisi Yüksekokulu
0000-0001-6915-4540
Türkiye

Early Pub Date December 25, 2021
Publication Date December 31, 2021
Application Date October 31, 2021
Acceptance Date December 1, 2021
Published in Issue Year 2021, Volume 7, Issue 2

Cite

Bibtex @review { issej1017044, journal = {Uluslararası Sosyal Bilimler Eğitimi Dergisi}, issn = {}, eissn = {2146-6297}, address = {}, publisher = {Abdulkadir UZUNÖZ}, year = {2021}, volume = {7}, pages = {348 - 377}, doi = {10.47615/issej.1017044}, title = {Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması}, key = {cite}, author = {Dinç, Sırrı Cem} }
APA Dinç, S. C. (2021). Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması . Uluslararası Sosyal Bilimler Eğitimi Dergisi , 7 (2) , 348-377 . DOI: 10.47615/issej.1017044
MLA Dinç, S. C. "Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması" . Uluslararası Sosyal Bilimler Eğitimi Dergisi 7 (2021 ): 348-377 <https://dergipark.org.tr/en/pub/issej/issue/66948/1017044>
Chicago Dinç, S. C. "Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması". Uluslararası Sosyal Bilimler Eğitimi Dergisi 7 (2021 ): 348-377
RIS TY - JOUR T1 - Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması AU - Sırrı Cem Dinç Y1 - 2021 PY - 2021 N1 - doi: 10.47615/issej.1017044 DO - 10.47615/issej.1017044 T2 - Uluslararası Sosyal Bilimler Eğitimi Dergisi JF - Journal JO - JOR SP - 348 EP - 377 VL - 7 IS - 2 SN - -2146-6297 M3 - doi: 10.47615/issej.1017044 UR - https://doi.org/10.47615/issej.1017044 Y2 - 2021 ER -
EndNote %0 International Social Sciences Education Journal Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması %A Sırrı Cem Dinç %T Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması %D 2021 %J Uluslararası Sosyal Bilimler Eğitimi Dergisi %P -2146-6297 %V 7 %N 2 %R doi: 10.47615/issej.1017044 %U 10.47615/issej.1017044
ISNAD Dinç, Sırrı Cem . "Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması". Uluslararası Sosyal Bilimler Eğitimi Dergisi 7 / 2 (December 2021): 348-377 . https://doi.org/10.47615/issej.1017044
AMA Dinç S. C. Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması. ISSEJ. 2021; 7(2): 348-377.
Vancouver Dinç S. C. Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması. Uluslararası Sosyal Bilimler Eğitimi Dergisi. 2021; 7(2): 348-377.
IEEE S. C. Dinç , "Açık alan rekreasyonu kapsamında doğa macera eğitim paradigması", Uluslararası Sosyal Bilimler Eğitimi Dergisi, vol. 7, no. 2, pp. 348-377, Dec. 2021, doi:10.47615/issej.1017044

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