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Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri

Year 2018, Volume: 8 Issue: 3, 468 - 480, 31.05.2018

Abstract

Bu araştırmanın amacı
çocukları alan gezisi etkinliklerine katılan anne-babaların alan gezisi
etkinliklerine ilişkin deneyim ve görüşlerinin incelenmesidir. Nitel olan bu
araştırma olgu bilim deseninde olup, çalışmanın katılımcıları amaçlı örneklem
yöntemlerinden ölçüt örnekleme yöntemi ile belirlenmiştir. Çalışmanın
katılımcılarını çocukları bir dönem boyunca haftada bir alan gezisi
etkinliklerine katılan 13 anne ve 10 baba olmak üzere toplamda 23 ebeveyn
oluşturmuştur. Çalışmada veri toplama aracı olarak yarı yapılandırılmış bir
görüşme formu kullanılmıştır. Yapılan içerik analizi sonucunda, anne-babaların
alan gezilerine ilişkin tanımlarının alanyazına uygun olduğu, alan gezisi
yapılma sıklığının haftada bir veya daha fazla olması gerektiği, alan gezilerinin
çocuklar, öğretmenler ve aileler açısından bir takım yararlarının olduğu, alan
gezisi etkinliklerinin uygulanmasına ilişkin görüşlerinin alanyazına uygun
olduğu ve alan gezilerinde sorunlar ile karşılaşmadıkları belirlenmiştir.

References

  • Arcodia, C., & Dickson, C. (2009). ITHAS: An experiential education case study in tourism education. Journal of Hospitality & Tourism Education, 21(1), 37–44.
  • Azmitia, M., ve Perlmutter, M. (1989). Social influences on children’s cognition: State of the art and future directions. Advances in Child Development and Behavior, 22, 89–144.
  • Aydın, S. (2016). Olgu bilim araştırması. M. Metin (Ed.). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri içinde (s.287-311). Ankara: Anı Yayıncılık.
  • Bamberger, Y., & Tal, T. (2008). Multiple outcomes of class visits to natural history museums: The student’s view. Journal of Science Education and Techonology, 17(3), 274-284.
  • Barbarin, O. A. (2007). Mental health screening of preschool children: Validity and reliability of ABLE. American Journal of Orthopsychiatry, 77, 402 –418.
  • Bell, J. (2010). Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: Open University Press.
  • Bitgood, S. (1989). School field trips: An overview. Visitor Behavior, 4(2), 3–6.
  • Brandt, A. (2005). Support of motivation and interset by out of school laoratories. Göttingen: Cuvillier.
  • Day, M. C., ve Parker, R. K. (1977). The preschool in action. Boston: Allyn and Bacon, Inc.
  • Dilli, R., Bapoğlu-Dümenci, S. (2015). Okul öncesi dönemi çocuklarına Anadolu’da yaşamış nesli tükenmiş hayvanların öğretilmesinde müze eğitiminin etkisi. Eğitim ve Bilim, 40(181), 217-230.
  • Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., ve Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-112.
  • Dziewas, A. (2008). Teaching chemistry outside the classroom -An intervention study-. Saarbrücken: VDM.
  • Engeln, K. (2008). Laboratories for student. Berlin: Logos.
  • Ettenger, K. (2009). Students as tourists and fledgling researchers: The value of ethnographic field courses for tourism education. Journal of Teaching in Travel & Tourism, 9(3–4), 159–175.
  • Falk, J. H., ve Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. New York: Altamira Press.
  • Feeney, L. (1994). Today's teacher trips: Fabulous field trips, Early Childhood Today, 8, 8.
  • Feil, E. G., Small, J. W., Forness, S. R., Serna, L. A., Kaiser, A. P., Hancock, T. B., & Burchinal, M. R. (2005). Using different measures, informants, and clinical cut-off points to estimate prevalence of emotional or behavioral disorders in preschoolers: Effects on age, gender, and ethnicity. Behavioral Disorders, 30, 375.
  • Greene, J. P., Kisida, B., & Bowen, D. H. (2014). Value of field trips. Taking students to an arts museum improves critical thinking skills, and more. Education Next, 14(1), 79-86.
  • Gretzel, U., Jamal, T., Stronza, A., & Nepal, S. (2008). Teaching international tourism: An interdisciplinary field-based course. Journal of Teaching in Travel and Tourism, 8(2/3), 261–282.
  • Haynes, N. M., Harris, M., Knuckle, E. P., ve Comer, J. P. (1983). Benefits of structured field trip activities on performance on the peabody Picture vocabulary test (PPVT) among a group of black preschoolers. Reports-Research/Technical, 143, 2-9.
  • Hemmeter, M., Corso, R., & Cheatham, G. (2006). A national survey of early childhood educators: Training needs and strategies (Paper presented at the Conference on Research Innovations in Early Intervention, San Diego, CA).
  • Hildebrand, V. (1986). Introduction to early childhood education. NewYork: Macmillan.
  • Hoke, M. (1991). Field-trip tips. Science and Children, 28(2), 20-21.
  • Jakubowski, L. M. (2003). Beyond book learning: Cultivating the pedagogy of experience through field trips. The Journal of Experiential Education, 26(1), 24–33.
  • Kızıltaş. E. (2016). Okul öncesi eğitim programında yer alan etkinliklerle bütünleştirilmiş alan gezisi etkinliklerinin 48-66 aylık çocukların sosyal duygusal beceri gelişimine etkisi. Yayımlanmamış doktora tezi, Yüzüncü Yıl Üniversitesi, Van.
  • Kızıltaş. E., ve Sak, R. (2016). Okul öncesi eğitimde alan gezisi etkinlikleri. Bayburt Eğitim Fakültesi Dergisi, 11(2), 536-554.
  • Kisiel, J. (2006). More than lions and tigers and bears–creating meaningful field trip lessons. Science Activities, 43(2), 7-10.
  • Koç, F., ve Sak, R. (2017). Okul öncesi öğretmenlerinin okul öncesi eğitim programındaki etkinliklere yönelik öz-yeterlik inançlarının incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 43-71.
  • Levine, L. E., ve Munsch, J. (2011). Child development an active learning approach. London: SAGE publications.
  • Martin, S. S., ve Sewers, R. L. (2010). A field trip planning guide for early childhood classes, preventing school failure. Alternative Education for Children and Youth, 47(4), 177-180. doi: 10.1080/10459880309603364.
  • MEB. (2013). Okul öncesi eğitim programı. Ankara: Milli Eğitim Yayınları.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco. CA: Jossey-Bass.
  • Michie, M. (1998). Factors influencing secondary science teachers to organise and conduct field trips. Australian Science Teacher’s Journal, 44(4), 43-50.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2th Ed). California: Sage Publications.
  • Nachbar, R. (1992). What do grown-ups do all day? The world of work, Young Children, 47(3), 6-12.
  • Nadelson, L. S., ve Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An environmental science field trip, The Journal of Educational Research, 105(3), 220-231, doı: 10.1080/00220671.2011.576715.
  • Orion, N., ve Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research on Science Teaching, 31, 1097–1119.
  • Piscitelli, B., ve Anderson, D. (2001). Young children's perspectives of museum settings and experiences, Museum Management and Curatorship, 19(3), 269-282, doı:10.1080/09647770100401903.
  • Redleaf, R. (1983). Open the door let's explore. St. Paul, MN: Resources for Child Caring.
  • Rennie, L. J., ve McClafferty, T. P. (1995). Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6(4), 175–185.
  • Rudmann, C. L. (1994). A review of the use and implementation of science field trips. School Science and Mathematics, 94, 138–141.
  • Saul, J. (1993). Ready, set, let's go! Using field trips in your curriculum. Day Care and Early Education, 27(1), 27-29.
  • Seefeldt, C. (1993). Social studies for the preschool-primary child. New York: Macmillan Publishing.
  • Singal, N., ve Swann, M. (2011). Children’s perceptions of themselves as learner inside and outside school. Research Papers in Education, 26(4), 469-484. doi: 10.1080/02671520903281617.
  • Skrupskelis, A. (1990). Going places with young children. Dimensions of Early Childhood, 18(3), 3-6.
  • Senemoglu, N. (1994). Okul öncesi eğitim program hangi yeterlikleri kazandırmalıdır? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 10, 21-30.
  • Smith-Walters, C., Hargrove, K., ve Ervin, B. (2014). Extending the classroom tips for planning successful trips. Science and Children, 51(9),74-78.
  • Starnes, L., Hood, B., Selby, K., Moore, C., ve Pattison, J. (1995). Plan successful field trips. Dimensions of Early Childhood, 23(4), 13-15, 32.
  • Tal, R. T. (2004). Community-based environmental education -a case study of teacher–parent collaboration. Environmental Education Research, 10, 523–543.
  • Taylor, S. I., Morris, V., ve Cordeau-Young, C. (1997). Field trips in early childhood settings: Expanding the walls of the classroom. Early Childhood Education Journal, 25(2), 141-146.
  • Varış, F. (1996). Eğitimde program geliştirme. Ankara: Alkım Yayınevi.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde sosyal araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Woerner., J. J. (1999). The field trip in the earth science classroom, Guides - Classroom – Teacher, 1-19.
Year 2018, Volume: 8 Issue: 3, 468 - 480, 31.05.2018

Abstract

References

  • Arcodia, C., & Dickson, C. (2009). ITHAS: An experiential education case study in tourism education. Journal of Hospitality & Tourism Education, 21(1), 37–44.
  • Azmitia, M., ve Perlmutter, M. (1989). Social influences on children’s cognition: State of the art and future directions. Advances in Child Development and Behavior, 22, 89–144.
  • Aydın, S. (2016). Olgu bilim araştırması. M. Metin (Ed.). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri içinde (s.287-311). Ankara: Anı Yayıncılık.
  • Bamberger, Y., & Tal, T. (2008). Multiple outcomes of class visits to natural history museums: The student’s view. Journal of Science Education and Techonology, 17(3), 274-284.
  • Barbarin, O. A. (2007). Mental health screening of preschool children: Validity and reliability of ABLE. American Journal of Orthopsychiatry, 77, 402 –418.
  • Bell, J. (2010). Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: Open University Press.
  • Bitgood, S. (1989). School field trips: An overview. Visitor Behavior, 4(2), 3–6.
  • Brandt, A. (2005). Support of motivation and interset by out of school laoratories. Göttingen: Cuvillier.
  • Day, M. C., ve Parker, R. K. (1977). The preschool in action. Boston: Allyn and Bacon, Inc.
  • Dilli, R., Bapoğlu-Dümenci, S. (2015). Okul öncesi dönemi çocuklarına Anadolu’da yaşamış nesli tükenmiş hayvanların öğretilmesinde müze eğitiminin etkisi. Eğitim ve Bilim, 40(181), 217-230.
  • Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., ve Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-112.
  • Dziewas, A. (2008). Teaching chemistry outside the classroom -An intervention study-. Saarbrücken: VDM.
  • Engeln, K. (2008). Laboratories for student. Berlin: Logos.
  • Ettenger, K. (2009). Students as tourists and fledgling researchers: The value of ethnographic field courses for tourism education. Journal of Teaching in Travel & Tourism, 9(3–4), 159–175.
  • Falk, J. H., ve Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. New York: Altamira Press.
  • Feeney, L. (1994). Today's teacher trips: Fabulous field trips, Early Childhood Today, 8, 8.
  • Feil, E. G., Small, J. W., Forness, S. R., Serna, L. A., Kaiser, A. P., Hancock, T. B., & Burchinal, M. R. (2005). Using different measures, informants, and clinical cut-off points to estimate prevalence of emotional or behavioral disorders in preschoolers: Effects on age, gender, and ethnicity. Behavioral Disorders, 30, 375.
  • Greene, J. P., Kisida, B., & Bowen, D. H. (2014). Value of field trips. Taking students to an arts museum improves critical thinking skills, and more. Education Next, 14(1), 79-86.
  • Gretzel, U., Jamal, T., Stronza, A., & Nepal, S. (2008). Teaching international tourism: An interdisciplinary field-based course. Journal of Teaching in Travel and Tourism, 8(2/3), 261–282.
  • Haynes, N. M., Harris, M., Knuckle, E. P., ve Comer, J. P. (1983). Benefits of structured field trip activities on performance on the peabody Picture vocabulary test (PPVT) among a group of black preschoolers. Reports-Research/Technical, 143, 2-9.
  • Hemmeter, M., Corso, R., & Cheatham, G. (2006). A national survey of early childhood educators: Training needs and strategies (Paper presented at the Conference on Research Innovations in Early Intervention, San Diego, CA).
  • Hildebrand, V. (1986). Introduction to early childhood education. NewYork: Macmillan.
  • Hoke, M. (1991). Field-trip tips. Science and Children, 28(2), 20-21.
  • Jakubowski, L. M. (2003). Beyond book learning: Cultivating the pedagogy of experience through field trips. The Journal of Experiential Education, 26(1), 24–33.
  • Kızıltaş. E. (2016). Okul öncesi eğitim programında yer alan etkinliklerle bütünleştirilmiş alan gezisi etkinliklerinin 48-66 aylık çocukların sosyal duygusal beceri gelişimine etkisi. Yayımlanmamış doktora tezi, Yüzüncü Yıl Üniversitesi, Van.
  • Kızıltaş. E., ve Sak, R. (2016). Okul öncesi eğitimde alan gezisi etkinlikleri. Bayburt Eğitim Fakültesi Dergisi, 11(2), 536-554.
  • Kisiel, J. (2006). More than lions and tigers and bears–creating meaningful field trip lessons. Science Activities, 43(2), 7-10.
  • Koç, F., ve Sak, R. (2017). Okul öncesi öğretmenlerinin okul öncesi eğitim programındaki etkinliklere yönelik öz-yeterlik inançlarının incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 43-71.
  • Levine, L. E., ve Munsch, J. (2011). Child development an active learning approach. London: SAGE publications.
  • Martin, S. S., ve Sewers, R. L. (2010). A field trip planning guide for early childhood classes, preventing school failure. Alternative Education for Children and Youth, 47(4), 177-180. doi: 10.1080/10459880309603364.
  • MEB. (2013). Okul öncesi eğitim programı. Ankara: Milli Eğitim Yayınları.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco. CA: Jossey-Bass.
  • Michie, M. (1998). Factors influencing secondary science teachers to organise and conduct field trips. Australian Science Teacher’s Journal, 44(4), 43-50.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2th Ed). California: Sage Publications.
  • Nachbar, R. (1992). What do grown-ups do all day? The world of work, Young Children, 47(3), 6-12.
  • Nadelson, L. S., ve Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An environmental science field trip, The Journal of Educational Research, 105(3), 220-231, doı: 10.1080/00220671.2011.576715.
  • Orion, N., ve Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research on Science Teaching, 31, 1097–1119.
  • Piscitelli, B., ve Anderson, D. (2001). Young children's perspectives of museum settings and experiences, Museum Management and Curatorship, 19(3), 269-282, doı:10.1080/09647770100401903.
  • Redleaf, R. (1983). Open the door let's explore. St. Paul, MN: Resources for Child Caring.
  • Rennie, L. J., ve McClafferty, T. P. (1995). Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6(4), 175–185.
  • Rudmann, C. L. (1994). A review of the use and implementation of science field trips. School Science and Mathematics, 94, 138–141.
  • Saul, J. (1993). Ready, set, let's go! Using field trips in your curriculum. Day Care and Early Education, 27(1), 27-29.
  • Seefeldt, C. (1993). Social studies for the preschool-primary child. New York: Macmillan Publishing.
  • Singal, N., ve Swann, M. (2011). Children’s perceptions of themselves as learner inside and outside school. Research Papers in Education, 26(4), 469-484. doi: 10.1080/02671520903281617.
  • Skrupskelis, A. (1990). Going places with young children. Dimensions of Early Childhood, 18(3), 3-6.
  • Senemoglu, N. (1994). Okul öncesi eğitim program hangi yeterlikleri kazandırmalıdır? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 10, 21-30.
  • Smith-Walters, C., Hargrove, K., ve Ervin, B. (2014). Extending the classroom tips for planning successful trips. Science and Children, 51(9),74-78.
  • Starnes, L., Hood, B., Selby, K., Moore, C., ve Pattison, J. (1995). Plan successful field trips. Dimensions of Early Childhood, 23(4), 13-15, 32.
  • Tal, R. T. (2004). Community-based environmental education -a case study of teacher–parent collaboration. Environmental Education Research, 10, 523–543.
  • Taylor, S. I., Morris, V., ve Cordeau-Young, C. (1997). Field trips in early childhood settings: Expanding the walls of the classroom. Early Childhood Education Journal, 25(2), 141-146.
  • Varış, F. (1996). Eğitimde program geliştirme. Ankara: Alkım Yayınevi.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde sosyal araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Woerner., J. J. (1999). The field trip in the earth science classroom, Guides - Classroom – Teacher, 1-19.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Emine Kızıltaş

Ramazan Sak

Publication Date May 31, 2018
Published in Issue Year 2018 Volume: 8 Issue: 3

Cite

APA Kızıltaş, E., & Sak, R. (2018). Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 468-480. https://doi.org/10.24315/trkefd.332847
AMA Kızıltaş E, Sak R. Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri. Trakya Üniversitesi Eğitim Fakültesi Dergisi. May 2018;8(3):468-480. doi:10.24315/trkefd.332847
Chicago Kızıltaş, Emine, and Ramazan Sak. “Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 8, no. 3 (May 2018): 468-80. https://doi.org/10.24315/trkefd.332847.
EndNote Kızıltaş E, Sak R (May 1, 2018) Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri. Trakya Üniversitesi Eğitim Fakültesi Dergisi 8 3 468–480.
IEEE E. Kızıltaş and R. Sak, “Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri”, Trakya Üniversitesi Eğitim Fakültesi Dergisi, vol. 8, no. 3, pp. 468–480, 2018, doi: 10.24315/trkefd.332847.
ISNAD Kızıltaş, Emine - Sak, Ramazan. “Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri”. Trakya Üniversitesi Eğitim Fakültesi Dergisi 8/3 (May 2018), 468-480. https://doi.org/10.24315/trkefd.332847.
JAMA Kızıltaş E, Sak R. Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2018;8:468–480.
MLA Kızıltaş, Emine and Ramazan Sak. “Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri”. Trakya Üniversitesi Eğitim Fakültesi Dergisi, vol. 8, no. 3, 2018, pp. 468-80, doi:10.24315/trkefd.332847.
Vancouver Kızıltaş E, Sak R. Anne-Babaların Perspektifinden Alan Gezisi Etkinlikleri. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2018;8(3):468-80.


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