The Effect of Outdoor Education Activities on the Attitudes of Students toward Science and Technology and Sentiment Analysis
Abstract
This study explores the
effect of a TUBITAK project named Four Days, Four Themes: Science, which is an
outdoor education activity, on the attitudes and emotions of students toward
science and technology. The study group consists of 40 students from the sixth
grade who were determined with the purposeful sampling method. In the study,
experimental method, document examination and emotion analysis methods were
used. As a result of the study, it was seen that there was a significant increase
in the students’ attitude score aveages of the lower dimensions of “Using
Science”, “Tendency to Technology” and “Contribution and Importance of Technology”,
whereas there was a significant decrease in the score average of the lower
dimension of “Negativity of Technology”. It was determined that the students
also had positive emotions toward the project. The students stated that they
had had fun and become happy throughout the project.
Keywords
Outdoor Education,Attitude,Sentiment Analysis,Activity,Student
References
- Akay, C. (2013). Ortaokul Öğrencilerinin Yaparak-Yasayarak Öğrenme Temelli TÜBİTAK 4004 Bilim Okulu Projesi Sonrası Bilim Kavramına Yönelik Görüsleri, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 326-338.
- Büyüköztürk, S., Çakmak, E., Akgün, Ö. E., Karadeniz, S. ve Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. 2. Baskı, Ankara: Pegema Yayıncılık
- Çoban, Ö., Özyer, B., & Özyer, G. T. (2015, May). Sentiment analysis for Turkish Twitter feeds. In Signal Processing and Communications Applications Conference (SIU), 2015 23th (pp. 2388-2391). IEEE.
- Duran, M. (2008). Fen öğretiminde bilimsel süreç becerilerine dayalı öğrenme yaklaşımının öğrencilerin bilime karşı tutumlarına etkisi, Yayınlanmamış Yüksek Lisans Tezi, Muğla Üniversitesi Fen Bilimleri Enstitüsü, Muğla
- Dyment J.E. (2005). Green school grounds as sites for outdoor learning: barriers and opportunities, International Research in Geographical and Environmental Education 14(1), 28-45, DOI: 10.1080/09500790508668328
- Eaton,D. (1998). Cognitive and affective learning in outdoor education. Doctoral Dissertation. Department of Curriculum, Teaching and Learning,University of Toronto,Canada
- Ford, P. (1986). Outdoor education: Definition and philosophy. ERIC Clearinghouse on Rural Education and Small Schools Digest, Las Cruces, NM. Retrieved 10.06.2018 from http://www.eric.ed.gov/PDFS/ED267941.pdf.
- İlhan, S., Duru, N., Karagöz, Ş., & Sağır, M. (2008). Metin Madenciliği ile Soru Cevaplama Sistemi. Elektronik ve Bilgisayar Mühendisliği Sempozyumu (ELECO), Bursa, 26-30.
- Okur-Berberoğlu E. ve Uygun S. (2013). Sınıf dışı eğitimin dünyadaki ve türkiye’deki gelişiminin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9, (2), ss.32-42.
- Partnership For 21st Century Skills, (2015). Framework For 21st Century Learning. 22 Ekim 2017 tarihinde http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf sayfasından erişilmiştir.