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ORMAN OKULU TEMELLİ EĞİTİM UYGULAMALARINA İLİŞKİN ÖĞRENCİ GÖRÜŞLERİNİN İNCELENMESİ

Year 2026, Volume: 9 Issue: 1, 69 - 92, 02.02.2026

Berna Sarı , Cemil Aydoğdu

https://doi.org/10.55290/steam.1821779

Abstract

Bu araştırma, çevre okuryazarı bireyler yetişmesini ilke edinen orman okulu temelli eğitim uygulamalarını deneyimleyen ortaokul öğrencilerinin görüşlerini ve deneyimlerini incelemek amacıyla yapılmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır. Araştırmanın çalışma grubunu kırsal bir bölgede bir devlet okulunda öğrenim görmekte olan ortaokul 5.sınıf öğrencileri oluşturmuştur. Doğa eğitimi sertifikasına sahip olan araştırmacı tarafından 10 hafta süren bir eğitim planı hazırlanmıştır. Yarı yapılandırılmış görüşme formu kullanarak toplanan veriler, tematik analiz yöntemiyle analiz edilmiştir. Araştırma bulgularına göre öğrencilerin orman okulu temelli eğitim uygulamalarına yönelik görüşleri olumlu yönde seyretmiştir. Öğrencilerin çevre dostu davranışlarının ve çevreye karşı duyarlılıklarının arttığı görülmüş, çevreyle duygusal bir bağ kurdukları gözlemlenmiştir. Öğrencilerin çevreye karşı koruyucu bir tutum içinde oldukları görülmüştür. Geleneksel sınıf ortamlarına alternatif bir yaklaşım olarak görülen orman okulu yaklaşımı, zengin öğrenme etkinlikleriyle çevreye yönelik bilgi, tutum ve davranışların olumlu yönde olmasına katkı sağlayacaktır.

Keywords

orman okulu ortaokul öğrencileri çevre okuryazarlığı çevre

Ethical Statement

Çalışma, gönüllülük esasına dayalı ve tüm katılımcılar için anonim olarak yürütülmüştür. Hacettepe Üniversitesi Etik Kurulu'ndan gerekli izinler alınmıştır. Etik standartlara uygun olarak, katılımcılara çalışmanın amaçları, verilerinin korunması ve katılımın gönüllülük esasına dayandığı konusunda bilgi verilmiştir. Bu çalışma, "Orman Okulu Temelli Eğitim Uygulamalarının Öğrencilerin Çevre Okuryazarlığının Gelişimine Etkisi" adlı doktora tezimin bir bölümüne dayanarak hazırlanmıştır.

Thanks

Bu makalenin yazımında bana verdiği destek için Prof. Dr. S. Ahmet Kıray’a teşekkür etmek isterim.

References

  • Aydın, Y., & Aykırı, K. (2023). Primary school teachers’ views on the role of forest school in life science teaching. International Journal of Educational Research, 14(4), 304-324.
  • Baierl, T. M., & Bogner, F. X. (2024). Cognitive learning about forests: the key role of environmental attitude. International Journal of Science Education, 47(3), 358–378. https://doi.org/10.1080/09500693.2024.2323917
  • Barrable, A., & Arvanitis, A. (2019). Flourishing in the forest: Looking at Forest School through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22(1), 39-55.
  • Barrable, A., & Booth, D. (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, 12(1), 375.
  • Bingley, A., & Milligan, C. (2004). Climbing Trees and Building Dens: Mental health and well-being in young adults and the long-term effects of childhood play experience. Institute for Health Research, Lancaster University.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Button, J., & Wilde, A. (2019). Exploring practitioners’ perceptions of risk when delivering Forest School for 3-to 5-year-old children. International Journal of Play, 8(1), 25-38.
  • Calogiuri, G., & Chroni, S. (2014). The impact of the natural environment on the promotion of active living: An integrative systematic review. BMC Public Health, 14 (1), 873. doi:10.1186/1471-2458-14-873
  • Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Environmental education research, 13(4), 437-452.
  • Coates, J. K., & Pimlott‐Wilson, H. (2019). Learning while playing: Children's forest school experiences in the UK. British Educational Research Journal, 45(1), 21-40.
  • Correia, M., Ribeirinha, T., Beirante, D., Santos, R., Ramos, L., Dias, I. S., & Martins, M. C. (2024). Outdoor STEAM education: Opportunities and challenges. Education Sciences, 14(7), 688.
  • Cree, J., & McCree. M. (2012). A brief history of the roots of forest school in the UK. Horizons, 60, 32–34.
  • Cronin de Chavez, A., Seims, A. L., Dickerson, J., Dharni, N., & McEachan, R. R. C. (2024). Unlocking the forest: An ethnographic evaluation of Forest Schools on developmental outcomes for 3-year-olds unaccustomed to woodland spaces. Wellcome open research, 9, 519. https://doi.org/10.12688/wellcomeopenres.22851.1
  • Cudworth, D., & Tymms, M. (2024). Motivating the learner: developing autonomy, competence and relatedness through forest school practice. Journal of Outdoor and Environmental Education, 27(3), 489–511 (2024). https://doi.org/10.1007/s42322-023-00146-0
  • Cumming, F., & Nash, M. (2015). An Australian perspective of a forest school: Shaping a sense of place to support learning. Journal of Adventure Education and Outdoor Learning, 15(4), 296-309.
  • Dabaja, Z. F. (2021). The Forest School impact on children: reviewing two decades of research. Education 3-13, 1-14.
  • Elliott, S., & Chancellor, B. (2014). From forest preschool to Bush kinder: An inspirational approach to preschool provision in Australia. Australasian Journal of Early Childhood, 39(4), 45–53.
  • Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598.
  • Erten, S. (2004). Çevre Eğitimi ve Çevre Bilinci Nedir, Çevre Eğitimi Nasıl Olmalıdır?, Çevre ve İnsan Dergisi, Çevre ve Orman Bakanlığı Yayın Organı. Sayı 65/66. 2006/25, Ankara.
  • Fiennes, C., Dickson, K., de Escobar, D. A., Romans, A., & Oliveri, S. (2015). The existing evidence-base about the effectiveness of outdoor learning. Giving Evidence.1-73.
  • Fjørtoft, I. (2004). Landscape as playscape: The effects of natural environments on children's play and motor development. Children Youth and Environments, 14(2), 21-44.
  • Forest School Association (2022). What is Forest School? https://forestschoolassociation.org/what-is-forest-school/. Accessed 15 March 2024.
  • Friedman, S., Gibson, J., Jones, C., & Hughes, C. (2022). ‘A new adventure’: a case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning, 24(2), 202–218. https://doi.org/10.1080/14729679.2022.2115522
  • Garden, A., & Downes, G. (2023). A systematic review of forest schools literature in England. Education 3-13, 51(2), 320-336, DOI: 10.1080/03004279.2021.1971275.
  • Garden, A., & Downes, G. (2023). New boundaries, undecided roles: towards an understanding of forest schools as constructed spaces. Education 3-13, 52(8), 1542–1553. https://doi.org/10.1080/03004279.2023.2170187
  • Harper, N. J. (2017). Outdoor risky play and healthy child development in the shadow of the “risk society”: A forest and nature school perspective. Child & Youth Services, 38(4), 318-334. https://doi.org/10.1080/0145935X.2017.1412825
  • Harris, F. (2021). Developing a relationship with nature and place: the potential role of forest school. Environmental Education Research, 27(8), 1214–1228. https://doi.org/10.1080/13504622.2021.1896679
  • Harris, F. (2023). Practitioners’ perspectives on children’s engagement in forest school. Education 3-13, 52(8), 1568–1577. https://doi.org/10.1080/03004279.2023.2183081
  • Harwood, D., & Collier, D. R. (2017). The matter of the stick: Storying/(re) storying children’s literacies in the forest. Journal of Early Childhood Literacy, 17(3), 336-352.
  • Kemp, N. (2020). Views from the staffroom: Forest school in English primary schools. Journal of Adventure Education and Outdoor Learning, 20(4), 369-380.
  • Khan, M., McGeown, S., & Bell, S. (2020). Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh. Environment and Behavior, 52(10), 1079–1104.
  • Kiray, S. A. (2012). A new model for the integration of science and mathematics: The balance model. Online Submission, 4(3), 1181-1196.
  • Klein, S., Watted, S., & Zion, M. (2021). Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy. Environmental Education Research, 27(12), 1723-1758.
  • Knight, S., Coates, J. K., Lathlean, J. & Perez-del-Aguila, R. (2024). The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom. British Educational Research Journal, 50(2), 905–922. https://doi.org/10.1002/berj.3953
  • Leather, M. (2018). A critique of “Forest School” or something lost in translation. Journal of outdoor and environmental education, 21(1), 5-18. https://doi.org/10.1007/s42322-017-0006-1.
  • Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits?. Australasian Journal of Early Childhood, 33(2), 33-40.
  • Louv, R. (2019). Doğadaki Son Çocuk (7.Baskı). Tübitak Yayınları.
  • Mackinder, M. (2015). Footprints in the woods:‘Tracking’ a nursery child through a Forest School session. Education 3-13, 45(2), 176–190. https://doi.org/10.1080/03004279.2015.1069368
  • Maynard, T. (2007). Forest Schools in Great Britain: an initial exploration. Contemporary issues in early childhood, 8(4), 320-331.
  • Murphy, M. C. (2020). Bronfenbrenner’s bio-ecological model: a theoretical framework to explore the forest school approach?. Journal of Outdoor and Environmental Education, 23(2), 191-205.
  • Mycock, K. (2020). Forest schools: moving towards an alternative pedagogical response to the Anthropocene?. Discourse: Studies in the Cultural Politics of Education, 41(3), 427-440.
  • Nawaz, H., & Blackwell, S. (2014). Perceptions about forest schools: Encouraging and promoting Archimedes Forest Schools. Educational Research and Reviews, 9(15), 498.
  • O’Brien, L. (2009). Learning outdoors: the Forest School approach. Education 3-13, 37(1), 45–60. https://doi.org/10.1080/03004270802291798
  • O’Brien, L., & Murray, R. (2006). A marvellous opportunity for children to learn. A participatory evaluation of Forest School in England and Wales. Surrey: Forest Research.
  • O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
  • Palmberg, I. E., & Kuru, J. (2000). Outdoor Activities as a Basis for Environmental Education. The Journal of Environmental Education, 31(4), 32-36. https://doi.org/10.1080/00958960009598649
  • Passy, R., & Waite, S. (2011). School gardens and forest schools. Children learning outside the classroom from birth to eleven, 162-175.
  • Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri. (Çev. M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Richardson, T. (2023). What constitutes a high-quality environment for speech and language development? International Journal of Early Years Education, 33(1), 45–61. https://doi.org/10.1080/09669760.2023.2284185
  • Richardson, T., & Murray, J. (2019). Are young children's utterances affected by characteristics of their learning environments? A multiple case study. In Research in Young Children's Literacy and Language Development (pp. 159-170). Routledge.
  • Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children's geographies, 10(1), 49-65.
  • Savery, A., Cain, T., Garner, J., Jones, T., Kynaston, E., Mould, K. & Wilson, D. (2020). Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff?. In Outdoor Learning Research (pp. 312-324). Routledge.
  • Sharma-Brymer, V., Brymer, E., Gray, T., & Davids, K. (2018). Affordances guiding Forest School practice: the application of the ecological dynamics approach. Journal of outdoor and environmental education, 21(1), 103-115.
  • Slade, M., Lowery, C., & Bland, K. E. N. (2013). Evaluating the impact of Forest Schools: a collaboration between a university and a primary school. Support for Learning, 28(2), 66-72.
  • Smith, M. A., Dunhill, A., & Scott, G. W. (2018). Fostering children’s relationship with nature: Exploring the potential of Forest School. Education 3-13, 46(5), 525-534.
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Examination of Student Opinions on Forest School-Based Educational Practices

Year 2026, Volume: 9 Issue: 1, 69 - 92, 02.02.2026

Berna Sarı , Cemil Aydoğdu

https://doi.org/10.55290/steam.1821779

Abstract

This research was conducted to examine the opinions and experiences of secondary school students who experienced forest school-based education practices that adopted the principle of raising environmental literacy individuals. In the research, the case study method, one of the qualitative research methods, was used. The study group consisted of 5th grade secondary school students studying in a public school in a rural area. The researcher, who has a nature education certificate, prepared an education plan that lasts 10 weeks. The datas collected using a semi-structured interview form was analysed using thematic analysis method. According to the research findings, it was observed that the students' views on forest school-based education practices were positive. It was observed that the students established an emotional bond with the environment and had a protective attitude towards nature. Also, their behaviours' sensitivity towards environment have increased. In this context, the forest school approach, which is thought to be an alternative to traditional closed classroom environments, will ensure that students' knowledge, attitudes and behaviours towards the environment progress positively thanks to rich learning activities.

Keywords

Forest school The literacy of environment Secondary school students Environment

Ethical Statement

The study was voluntary and anonymous for all participating students. Necessary permissions were taken from the Ethics Committee of Hacettepe University. In accordance with ethical standards, participants received information about the study’s objectives, the protection of their data, and the voluntary nature of their involvement. This study was prepared based on a part of the thesis named "The Effect Of Forest School-Based Education Practices On The Development Of Students' Environmental Literacy".

Thanks

I would like to thank Prof. Dr. S. Ahmet Kıray for his support in the writing of this article.

References

  • Aydın, Y., & Aykırı, K. (2023). Primary school teachers’ views on the role of forest school in life science teaching. International Journal of Educational Research, 14(4), 304-324.
  • Baierl, T. M., & Bogner, F. X. (2024). Cognitive learning about forests: the key role of environmental attitude. International Journal of Science Education, 47(3), 358–378. https://doi.org/10.1080/09500693.2024.2323917
  • Barrable, A., & Arvanitis, A. (2019). Flourishing in the forest: Looking at Forest School through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22(1), 39-55.
  • Barrable, A., & Booth, D. (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, 12(1), 375.
  • Bingley, A., & Milligan, C. (2004). Climbing Trees and Building Dens: Mental health and well-being in young adults and the long-term effects of childhood play experience. Institute for Health Research, Lancaster University.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Button, J., & Wilde, A. (2019). Exploring practitioners’ perceptions of risk when delivering Forest School for 3-to 5-year-old children. International Journal of Play, 8(1), 25-38.
  • Calogiuri, G., & Chroni, S. (2014). The impact of the natural environment on the promotion of active living: An integrative systematic review. BMC Public Health, 14 (1), 873. doi:10.1186/1471-2458-14-873
  • Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Environmental education research, 13(4), 437-452.
  • Coates, J. K., & Pimlott‐Wilson, H. (2019). Learning while playing: Children's forest school experiences in the UK. British Educational Research Journal, 45(1), 21-40.
  • Correia, M., Ribeirinha, T., Beirante, D., Santos, R., Ramos, L., Dias, I. S., & Martins, M. C. (2024). Outdoor STEAM education: Opportunities and challenges. Education Sciences, 14(7), 688.
  • Cree, J., & McCree. M. (2012). A brief history of the roots of forest school in the UK. Horizons, 60, 32–34.
  • Cronin de Chavez, A., Seims, A. L., Dickerson, J., Dharni, N., & McEachan, R. R. C. (2024). Unlocking the forest: An ethnographic evaluation of Forest Schools on developmental outcomes for 3-year-olds unaccustomed to woodland spaces. Wellcome open research, 9, 519. https://doi.org/10.12688/wellcomeopenres.22851.1
  • Cudworth, D., & Tymms, M. (2024). Motivating the learner: developing autonomy, competence and relatedness through forest school practice. Journal of Outdoor and Environmental Education, 27(3), 489–511 (2024). https://doi.org/10.1007/s42322-023-00146-0
  • Cumming, F., & Nash, M. (2015). An Australian perspective of a forest school: Shaping a sense of place to support learning. Journal of Adventure Education and Outdoor Learning, 15(4), 296-309.
  • Dabaja, Z. F. (2021). The Forest School impact on children: reviewing two decades of research. Education 3-13, 1-14.
  • Elliott, S., & Chancellor, B. (2014). From forest preschool to Bush kinder: An inspirational approach to preschool provision in Australia. Australasian Journal of Early Childhood, 39(4), 45–53.
  • Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598.
  • Erten, S. (2004). Çevre Eğitimi ve Çevre Bilinci Nedir, Çevre Eğitimi Nasıl Olmalıdır?, Çevre ve İnsan Dergisi, Çevre ve Orman Bakanlığı Yayın Organı. Sayı 65/66. 2006/25, Ankara.
  • Fiennes, C., Dickson, K., de Escobar, D. A., Romans, A., & Oliveri, S. (2015). The existing evidence-base about the effectiveness of outdoor learning. Giving Evidence.1-73.
  • Fjørtoft, I. (2004). Landscape as playscape: The effects of natural environments on children's play and motor development. Children Youth and Environments, 14(2), 21-44.
  • Forest School Association (2022). What is Forest School? https://forestschoolassociation.org/what-is-forest-school/. Accessed 15 March 2024.
  • Friedman, S., Gibson, J., Jones, C., & Hughes, C. (2022). ‘A new adventure’: a case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning, 24(2), 202–218. https://doi.org/10.1080/14729679.2022.2115522
  • Garden, A., & Downes, G. (2023). A systematic review of forest schools literature in England. Education 3-13, 51(2), 320-336, DOI: 10.1080/03004279.2021.1971275.
  • Garden, A., & Downes, G. (2023). New boundaries, undecided roles: towards an understanding of forest schools as constructed spaces. Education 3-13, 52(8), 1542–1553. https://doi.org/10.1080/03004279.2023.2170187
  • Harper, N. J. (2017). Outdoor risky play and healthy child development in the shadow of the “risk society”: A forest and nature school perspective. Child & Youth Services, 38(4), 318-334. https://doi.org/10.1080/0145935X.2017.1412825
  • Harris, F. (2021). Developing a relationship with nature and place: the potential role of forest school. Environmental Education Research, 27(8), 1214–1228. https://doi.org/10.1080/13504622.2021.1896679
  • Harris, F. (2023). Practitioners’ perspectives on children’s engagement in forest school. Education 3-13, 52(8), 1568–1577. https://doi.org/10.1080/03004279.2023.2183081
  • Harwood, D., & Collier, D. R. (2017). The matter of the stick: Storying/(re) storying children’s literacies in the forest. Journal of Early Childhood Literacy, 17(3), 336-352.
  • Kemp, N. (2020). Views from the staffroom: Forest school in English primary schools. Journal of Adventure Education and Outdoor Learning, 20(4), 369-380.
  • Khan, M., McGeown, S., & Bell, S. (2020). Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh. Environment and Behavior, 52(10), 1079–1104.
  • Kiray, S. A. (2012). A new model for the integration of science and mathematics: The balance model. Online Submission, 4(3), 1181-1196.
  • Klein, S., Watted, S., & Zion, M. (2021). Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy. Environmental Education Research, 27(12), 1723-1758.
  • Knight, S., Coates, J. K., Lathlean, J. & Perez-del-Aguila, R. (2024). The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom. British Educational Research Journal, 50(2), 905–922. https://doi.org/10.1002/berj.3953
  • Leather, M. (2018). A critique of “Forest School” or something lost in translation. Journal of outdoor and environmental education, 21(1), 5-18. https://doi.org/10.1007/s42322-017-0006-1.
  • Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits?. Australasian Journal of Early Childhood, 33(2), 33-40.
  • Louv, R. (2019). Doğadaki Son Çocuk (7.Baskı). Tübitak Yayınları.
  • Mackinder, M. (2015). Footprints in the woods:‘Tracking’ a nursery child through a Forest School session. Education 3-13, 45(2), 176–190. https://doi.org/10.1080/03004279.2015.1069368
  • Maynard, T. (2007). Forest Schools in Great Britain: an initial exploration. Contemporary issues in early childhood, 8(4), 320-331.
  • Murphy, M. C. (2020). Bronfenbrenner’s bio-ecological model: a theoretical framework to explore the forest school approach?. Journal of Outdoor and Environmental Education, 23(2), 191-205.
  • Mycock, K. (2020). Forest schools: moving towards an alternative pedagogical response to the Anthropocene?. Discourse: Studies in the Cultural Politics of Education, 41(3), 427-440.
  • Nawaz, H., & Blackwell, S. (2014). Perceptions about forest schools: Encouraging and promoting Archimedes Forest Schools. Educational Research and Reviews, 9(15), 498.
  • O’Brien, L. (2009). Learning outdoors: the Forest School approach. Education 3-13, 37(1), 45–60. https://doi.org/10.1080/03004270802291798
  • O’Brien, L., & Murray, R. (2006). A marvellous opportunity for children to learn. A participatory evaluation of Forest School in England and Wales. Surrey: Forest Research.
  • O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
  • Palmberg, I. E., & Kuru, J. (2000). Outdoor Activities as a Basis for Environmental Education. The Journal of Environmental Education, 31(4), 32-36. https://doi.org/10.1080/00958960009598649
  • Passy, R., & Waite, S. (2011). School gardens and forest schools. Children learning outside the classroom from birth to eleven, 162-175.
  • Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri. (Çev. M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Richardson, T. (2023). What constitutes a high-quality environment for speech and language development? International Journal of Early Years Education, 33(1), 45–61. https://doi.org/10.1080/09669760.2023.2284185
  • Richardson, T., & Murray, J. (2019). Are young children's utterances affected by characteristics of their learning environments? A multiple case study. In Research in Young Children's Literacy and Language Development (pp. 159-170). Routledge.
  • Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children's geographies, 10(1), 49-65.
  • Savery, A., Cain, T., Garner, J., Jones, T., Kynaston, E., Mould, K. & Wilson, D. (2020). Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff?. In Outdoor Learning Research (pp. 312-324). Routledge.
  • Sharma-Brymer, V., Brymer, E., Gray, T., & Davids, K. (2018). Affordances guiding Forest School practice: the application of the ecological dynamics approach. Journal of outdoor and environmental education, 21(1), 103-115.
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There are 67 citations in total.

Details

Primary Language English
Subjects Science Education
Journal Section Research Article
Authors

Berna Sarı 0000-0001-9327-7831

Cemil Aydoğdu 0000-0003-1623-965X

Submission Date November 11, 2025
Acceptance Date December 15, 2025
Publication Date February 2, 2026
Published in Issue Year 2026 Volume: 9 Issue: 1

Cite

APA Sarı, B., & Aydoğdu, C. (2026). Examination of Student Opinions on Forest School-Based Educational Practices. Journal of STEAM Education, 9(1), 69-92. https://doi.org/10.55290/steam.1821779

Aim & Scope

  • Journal of STEAM Education (J-STEAM)

(ISSN 2651-3986)

It is a free, international peer-reviewed journal published online by the STEAM Education Research Association. The journal publishes scientific articles from a wide range of disciplines of educational research and related disciplines, with particular emphasis on the integration of science, technology, engineering, art, and mathematics throughout educational research. Journal of STEAM Education is a multidisciplinary journal; To increase the quality of STEAM Education (Science, Technology, Engineering, Mathematics, and Art) and to present the findings of STEAM Education teachers, researchers, school administrators, and education policymakers in the light of the articles published in the journal. The main criteria in the examination and selection process relating to the importance of contributing to the field of learning and teaching. Original qualitative, quantitative, and mixed research methods for individuals of all ages from preschool education to adult education are published. “Journal of STEAM Education” was created in 2017 and the first issue of the journal was published in 2018.

Release Frequency

It publishes two issues a year in January and June.

Article Evaluation Process

The articles sent to the journal are evaluated independently and without prejudice and in accordance with the principles of double-blind arbitration.

Pre-evaluation and content compliance: 45 days (average)

Reviewers evaluation process: 45 days (average)

Every article accepted in accordance with the referees' opinion is published online. Accordingly, every article published online is considered to be published as of that date. The publication date of the articles is not kept until the publication date of the last issue of the journal. Manuscripts submitted for publication should not have been published in a journal before.

Access:

The Journal of STEAM Education is an international peer-reviewed journal published as free and open access.

Wage Policy:

No fee is charged from the author (s) at any stage of the evaluation and printing processes for all studies published in J-STEAM..


Journal of STEAM Education accepts publications in the following areas:

* STEAM (Science, Technology, Engineering, Art, Mathematics)

The following subfields are associated with STEAM:

* Science Education,

* Mathematics Education,

* Technology Education,

* Engineering Education,

* Art Education


contents.

Candidates for the Journal of STEAM Education must be prepared in accordance with APA 7 described in the 7th edition of the Publication Manuel Psychological. (https://apastyle.apa.org/)

Note to Authors

Authors should check that the article is in compliance with journal publication policy and editorial rules. The manuscripts that are not prepared in accordance with the publication policy and writing rules of the journal will be returned to the author.

Use the template on the page Link. 

The conformity of the studies to be submitted to the Journal with the Ethical Principles is extremely important for the journal's understanding of publication. 


The Journal of STEAM Education (J-STEAM) Publication Ethics Principles have been prepared in line with the principles (http://publicationethics.org) that the Committee on Publication Ethics (Committee on Publication Enthics/COPE Code of Conduct) created by bringing together the COPE guidelines in 1999, the ethical principles developed in 2003 and the best practice guidelines developed in 2007 and finalised at the meeting on 7 March 2011.

Authors' Responsibilities
It should be ensured by the author that the referenced article has the originality of the content, the way of transferring all the cited or quoted information is not against the ethical rules and that it is fully transferred. Ethics committee approval should be obtained for all disciplines, this approval should be stated and documented in the article. The names of the authors should not be specified during the evaluation process. The submitted article should not be sent to another journal for evaluation. If conflict of interest is foreseen, the rules specified in the journal rules will apply. Only the names of the authors who contributed to the study should be included in the study; unrelated names should not be added. The referees have the right to request additional information about the studies, in such cases the requested information must be submitted by the authors. Authors should not reach the appointed referees in any way to influence the process.

Responsibilities of Reviewers
The reviewers should be impartial and make the assessments confidential. The reviewer should only accept applications related to the field to which they are related. The language being assessed should not be offensive or insulting and should aim to use constructive and courteous language. The evaluations made are only for the content of the study, and the religion, gender, race, origin, political, commercial, etc. factors should not affect the assessment. Studies accepted for evaluation should be examined within the specified time and ethical rules. In cases where conflict of interest is foreseen, the work should be rejected, and the editor of the journal should be informed. Authors' credentials should not be accessed and the evaluation process of the author's application whose identity information was revealed in any way should be canceled. No information about the rejected work should be shared.

Editor's Responsibilities
In case the submitted article passes the pre-review process, the editor should appoint an impartial and double-blind referee in the relevant field. The editor must be objective with all submissions. The editor must act responsibly for conflict of interest or controversial submissions. The editor must ensure that the application processes take place within the specified period. The editor must ensure that all processes continue within the framework of ethical rules.

Copyright Form:  Link

Plagiarism Screening Policy
All manuscripts submitted to Journal of STEAM Education are subject to a plagiarism screening process to ensure the originality and integrity of the scholarly content. The journal routinely checks submissions using iThenticate plagiarism detection software through Crossref Similarity Check. Manuscripts with a similarity index exceeding 15%, excluding references, direct quotations, and standard methodological expressions, are carefully reviewed and may be returned to the author for revision or rejected based on the extent of overlap. Journal of STEAM Education upholds the principles of academic honesty and follows the guidelines of the Committee on Publication Ethics (COPE) to prevent plagiarism, duplicate submission, and unethical publication practices.


Archiving Policy (LOCKSS)

Journal of Scientific Reports A uses the LOCKKS archiving system. The LOCKSS system has permission to collect, preserve and serve the archive of our journal. You can access Journal of Scientific Reports A LOCKSS data from the link below:


https://dergipark.org.tr/en/pub/steam/archive

Based on the program used at Stanford University Libraries, the LOCKSS Program provides libraries and publishers with award-winning, low-cost, open-source digital preservation tools to preserve and provide access to permanent and authoritative digital content.

The LOCKSS system restores the print purchasing model that librarians are familiar with by allowing librarians to access the e-content they subscribe to.
A detailed description of the LOCKSS software and how protection works in the LOCKSS network (e.g. technical infrastructure, security) can be found at the following link:

https://www.lockss.org/about/how-it-works/

Repository and Archiving Policy

ULAKBİM Journal Systems Information Center allows authors to deposit all versions of their work in institutional or subject repositories of their choice without embargo.

Submitted version (preprint): Authors are allowed to deposit the submitted version of their manuscript at any time.

Accepted version (Author Accepted Manuscript): Authors may deposit the accepted version immediately after acceptance.

Published version (Version of Record): Authors may deposit the final published PDF, provided that a full citation to the journal and a link to the published article are included.

The digital copies of all published articles are also archived and publicly available on the DergiPark platform.

This archive is published on our website at: https://dergipark.org.tr/en/pub/steam/archive


Use of Generative AI (GenAI) / AI-Assisted Tools
The Journal of STEAM Education permits the responsible use of AI-assisted tools; however, AI systems cannot meet authorship criteria and must not be credited as authors or co-authors.
Authors are required to disclose substantive GenAI use (e.g., content generation or rewriting, translation beyond minor edits, code generation, or analytical support) in the Methods section or an equivalent section, specifying the tool and its role.
Routine AI-assisted copy-editing limited to grammar, spelling, and stylistic refinement without autonomous content creation generally does not require disclosure.
As a general rule, AI-generated images or videos are not accepted for publication; limited exceptions may be considered only with transparent labelling and editorial approval.
Peer review is confidential: reviewers and editors must not upload submitted materials to GenAI systems.
Any AI assistance used in the peer-review process must be explicitly declared in the review report.

Journal of STEAM Education is a free journal.
Proofreading can be requested by the editors in the post-acceptance state of the candidate article.

Other Indexes

Academic Resource index ResearchBib
Index Copernicus
Türk Eğitim İndeksi
ASOS Index
Scientific Indexing Services
İdealOnline
CiteFactor
ROAD
Crosref/doi
Google Scholar
H.Wilson Education Full Text

Editor-In-Chief

Şahin İdil
Şahin İDİL
Science Education, STEM Education

Editor

İsmail Dönmez
İsmail DÖNMEZ
Science and Mathematics Education

Science Education Editor

Salih Gülen
Salih GÜLEN
Education, Science and Mathematics Education

Technology Education Editor

Default avatar
Orhan CURAOĞLU

Dr. Orhan Curaoğlu, öğretim teknolojisi, e-öğrenme ve teknoloji destekli matematik ve STEM eğitimi alanlarında uzmanlaşmış deneyimli bir eğitimci ve araştırmacıdır. Bolu Abant İzzet Baysal Üniversitesi ve Kuzey Teksas Üniversitesi'nde öğretim görevlisi olarak çalışmaktadır. Mesleki deneyimi, üniversite düzeyinde öğretim ve ortaöğretim matematik eğitimini kapsamaktadır. Bilgi ve iletişim teknolojileri (BİT), pedagoji bilimleri ve STEM eğitimine odaklanan çok sayıda ulusal ve uluslararası girişime katılmıştır ve eğitim teknolojileri üzerine akademik araştırmalar yürütmüş ve yayınlamıştır.
Educational Technology and Computing

Mathematics Education Editor

Default avatar
Burcu DURMAZ
Mathematics Education

Editorial Board

Default avatar
Steven SEXTON

Steven Sexton is a primary school teacher now working at the University of Otago. He completed his PhD in teacher cognition in 2007 which investigated how those who are entering their initial teacher education programme see themselves as the teacher and how this role-identity was formed by their prior experiences in the classroom. His current research interest area is in how to support teachers and student teachers being able to incorporate culturally responsive and sustaining teaching practices in their classroom. In addition, his other research areas are in teacher cognition, heteronormativity in the classroom, and science education.

In-Service Training, Teacher Education and Professional Development of Educators, Primary Education, Science Education
Default avatar
Muhammad Akram SHAİKH
Data Mining and Knowledge Discovery
Default avatar
Mustafa Sami TOPÇU
Science Education, STEM Education
Orhan Karamustafaoğlu
Orhan KARAMUSTAFAOĞLU

(Prof. Dr.) Amasya University  
Physics Education, Science Education
Default avatar
Claus MİCHELSEN
STEM Education, Engineering Education
Kadir Demir
Kadir DEMİR
Science Education
Kemal Yürümezoğlu
Kemal YÜRÜMEZOĞLU

Kemal Yurumezoglu is an professor in the Department of Special Education (Gifted Education) at Dokuz Eylul University, Turkey. He received his master’s degree in physics education in 2000 from the University of Paris Diderot (Paris 7), France, and his PhD in science education in 2005 from the University of Strasbourg, France. His research interests are in conceptual physics, gifted education, STEAM education and inquiry-based physics activities.
Physics Education, Special Talented Education
Default avatar
Merab LABADZE
STEM Education, Development of Science, Technology and Engineering Education and Programs
Sedef Canbazoğlu Bilici
Sedef CANBAZOĞLU BİLİCİ
Science Education
Default avatar
Cemil AYDOĞDU
Science Education, Chemical Sciences, Inorganic Chemistry
Mahmut Selvi
Mahmut SELVİ
Ecotoxicology, Science Education, STEM Education, Development of Environmental Education and Programs
Default avatar
Maria-Antonia GUARDİOLA

Maria-Antònia Guardiola is an educational leader and researcher specializing in educational leadership, AI in education and system-level digital transformation. Her work focuses on how schools and education systems adopt emerging technologies responsibly - strengthening decision-making, implementation conditions and professional learning so that innovation improves teaching and learning in measurable ways. She contributes expertise in AI literacy, evaluation of educational technologies and governance frameworks that support transparency, accountability and equity. She participates in European collaboration as a Programme Committee member of the AI and Education Squad at the European Digital Education Hub (European Commission) and publishes on educational leadership and responsible AI adoption in education. In her editorial work, she supports rigorous, practice-relevant scholarship at the intersection of educational innovation, leadership and technology-enabled learning.
Artificial Intelligence (Other), Leadership in Education, Values ​​education, Comparative and Cross-Cultural Education, Teacher Education and Professional Development of Educators, Education Policy, Educational Technology and Computing, Teacher and Student Wellbeing, Specialist Studies in Education (Other)

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