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Okul Dışı Öğrenme Ortamı Olarak Mezarlıklar

Year 2023, Volume: 8 Issue: 2, 212 - 225, 31.12.2023

Abstract

Okul dışı öğrenme, öğrenmenin bireyin hayatındaki tüm ortamlarda, yaşamı boyunca gerçekleştiğinin temel kabulüne dayanmaktadır. Güçlü öğrenme deneyimleri genellikle okul dışında gerçekleşir. Okul dışı öğrenme ortamları etkin bir şekilde kullanıldığında öğrenmeyi pekiştirerek kalıcı hale getirecek, öğrenenlerin motivasyonlarını korumalarına, beceri ve tutumlarını geliştirmesini sağlayacaktır. Okul dışı öğrenme öğrencilerin araştırma, sorgulama ve eleştirel düşünme gibi üst düzey becerilerini geliştirmeye yardımcı olur. Farklı ortamlarda öğrencilere eğitim ve yaşam becerilerini kazandıran okul dışı öğrenme ortamları öğrencileri tarih, biyografi, görsel sanatlar, coğrafya, matematik ve diğer birçok konu alanını birbiriyle ilişkilendirerek disiplinler arası öğrenmenin gerçekleşmesine fırsat tanır. Müzeler, kütüphaneler, çevre merkezleri, arşiv araştırmaları, alan gezileri, sanat temelli organizasyonlar, mezarlıklar ve toplum merkezleri dahil olmak üzere çeşitli okul dışı ortamlarda öğrenmenin gerçekleştiği birçok farklı ve çok yönlü yolu bulunmaktadır. Okul dışı öğrenme ortamlarından mezarlıklar, çeşitli dönemlerde mimari ve sanatsal üslubun açık örneklerini göstermektedir. Öğrenciler, mezar taşlarını ve üzerlerine kazınmış dili inceleyerek, tarih boyunca sanatsal, edebi ve mimari tarzdaki farklılıkları öğrenebilirler. Yerel tarih mezarların hikayelerinde gizlidir. Mezarlıklar sayesinde öğrenciler birincil tarihi kaynaklara ulaşma, geçmiş ile bağlantı kurma ve disiplinler arası öğrenmeyi gerçekleştirebilir. Okul dışı öğrenme ortamlarından olan mezarlık ziyareti ile zengin tarihi ve kültürel mirası öğrenme, disiplinler arası ilişkilendirme olarak mezarlıkların nasıl algılanabileceği ve kullanılabileceği konusunda fikir vermek ve mezarlık yönteminin olumlu etkileri üzerinde durarak öğrencilere sağladığı kazanımları incelemektir. Bu bölümde okul dışı öğrenme ve okul dışı öğrenmede mezarlıklar şeklinde ele alınmıştır.

References

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  • Behrendt, M. & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245.
  • Borsos, E., Patocskai, M. & Boric, E. (2018). Teaching in nature? Naturally! Journal of Biological Education, 52 (4), 429-439.
  • Buswell, C. (2017). Using the Indian Removal Act to teach critical thinking. Social Education, 81 (6), 346-351.
  • Craven, J., Sumrall, W., Moore, J. & Logan, K. (2011). A monumental lesson: What historical structures can tell us. Social Studies and the Young Learner, 23(4), 17-21.
  • Cresnar, A. (2011). Pomen terenskega dela pri pouku biologije. [The importance of field work in the teaching of biology] Radovljica: Didakta.
  • Davis, J. R. (1995). Interdisciplinary courses and team teaching: New arrangements for learning. Phoenix, Ariz: American Council in Education/Oryx Press.
  • Dimopoulou, Μ., Kirdi, Κ. & Svoronou, Ε. (2018). The child, the city and the monuments. Guide to educational activities for Primary Education. Athens: Technopolis of the Municipality of Athens and Piraeus Group Cultural Foundation.
  • Downey, L. B. (2008). A century of veterans. Social Studies and the Young Learner, 21(2), 25-27.
  • Evensen, K. H., Nordh, H. & Skaar, M. (2017). Everyday use of urban cemeteries: a Norwegian case study. Landscape Urban Plan, 159, 76–84.
  • Filer, P. & Roth, C. (2009). Cemetery studıes currıculum materıals for socıal studıes classes. [Https://www.historylink.org/Content/education/downloads/Oral%20History%20Curriculum.pdf 21.07.2022] tarihinde erişilmiştir.
  • Finnish National Board of Education [FNBE] (2014). National core curriculum for basic education. Helsinki: FNBE.
  • Gibson, M. T. & Reich, G. A. (2017). Confederate monuments: Heritage, racism, anachronism, and who gets to decide? Social Education, 81(6), 356-361.
  • Greene, M. (2008). Rest in peace: A history of American cemeteries. Twenty-First Century Books.
  • Groce, E., Wilson, R. & Poling, L. (2013). “Tomb it may concern”: Visit your local cemetery for a multidisciplinary (and economical) field trip. Social Studies and the Young Learner, 25(3), 13-17.
  • Haines-Young, R. & Potschin-Young, M. (2018). Revision of the common international classification for ecosystem services (CICES V5. 1): a policy brief. One Ecosystem, 3, e27108.
  • Hegediš, P. J. & Hus, V. (2020). Cemetery as an Opportunity for Learning outside the Classroom. Creative Education, 11(12), 2660.
  • Howard, B. & Smith, R. (2016). Research & ınvestigation project: A grave undertaking. [https://www.archaeologychannel.org/resources-guide/teacher-resources/195-lesson-plans/2081-memorial-hall-museum-online-r-i-p-a-grave-undertaking] 22.09.2022 tarihinde erişilmiştir.
  • Huerta, R. (2016). The cemetery as a site for aesthetic enquiry in art education. International Journal of Education through Art, 12(1), 7-20.
  • Kear, M. (2010). In Reverence: A Plan for the Preservation of Tolomato Cemetery. St. Augustine: Florida.
  • Kulu, M. (2009). İlköğretim sosyal bilgiler eğitiminde mezarlıkların ve şehitliklerin kullanılması. [Yayımlanmamış yüksek lisans tezi]. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Lambrou, C. & Manesis, N. (2021). The utilization of the fırst cemetery of athens ın the educatıonal process: Prımary educatıon’s students perceptıons. European Journal of Education Studies, 8(11), 356-382.
  • Limberg, M. (2021). Tombstone, pink cemetery, mansfield, CT. Detours: Social Science Education Research Journal, 2(1), 79-80.
  • Nordh, H. & Evensen, K. H. (2018). Qualities and functions ascribed to urban cemeteries across the capital cities of Scandinavia. Urban forestry & urban greening, 33, 80-91.
  • Pecsek, B. (2015). City cemeteries as cultural attractions: Towards an understanding of foreign visitors’ attitude at the national Graveyard in Budapest. The Central European Journal of Regional Development and Tourism, 7(1), 44-61.
  • Pliberšek, L. & Vrban, D. (2019). Cemeteries as cultural heritage: implementing the model of cemeteries-cultural heritage as education environment. Mednarodno inovativno poslovanje= Journal of Innovative Business and Management, 11(2), 22-31.
  • Rigo, K. F. (2014). Graveyard at school: Death and cemetery may take place in the school? Procedia-Social and Behavioral Sciences, 116, 3740-3743.
  • Rios, J. M. & Brewer, J. (2014). Outdoor education and science achievement. Applied Environmental Education & Communication, 13, 234 ̶240.
  • Rivkin, M. S. (2000). Outdoor experiences for young children. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory.
  • Roth, W. M. (2006). Scientific Literacy. In K. Tobin (Eds.), Teaching and Learning Science – A Handbook. London: Praeger. 1, (69 ̶78).
  • McClymont, K., & Sinnett, D. (2021). Planning cemeteries: Their potential contribution to green infrastructure and ecosystem services. Frontiers in Sustainable Cities, 3, 789925.
  • Meydan, A, & Akkuş, A. (2014). Sosyal bilgiler öğretiminde müze gezilerinin tarihi ve kültürel değerlerin kazandırılmasındaki önemi. Marmara Coğrafya Dergisi, 29, 402-422.
  • Middleweb. (2013). Cemeteries: Alive with learning. [Https://www.middleweb.com/8414/cemeteries-alive-with-learning/ 21.08.2022] tarihinde erişilmiştir.
  • Nakou, Ε. (2001). Museum: Us, things and culture. Athens: Island.
  • Oğuz Haçat, S. & Topal, M. (2021). A study on out-of-school social studies teaching analysis study. T. Çetin – H. Özüdoğru – H. Kara (Eds.), V. Uluslararası Sosyal Bilimler Araştırmaları Kongresi bildiriler kitabı içinde (s. 404-413). Ankara: Türk Kooperatifçilik Kurumu Yayınları.
  • Öner, G. (2015). Sosyal bilgiler öğretmenlerinin okul dışı tarih öğretimine ilişkin görüşlerinin incelenmesi. Türk Tarih Eğitimi Dergisi, 4(1), 89-121.
  • Stroebe, M. S. & Schut, H. (2001). Models of coping with bereavement: A review. In M. S. Stroebe, R. O. Hansson, W. Stroebe, & H. Schut (Eds.), Handbook of bereave-ment research: Consequences, coping, and care (pp. 375–403). American Psychological Association.
  • Waite, S. (2017). Children learning outside the classroom: From birth to eleven. London: SAGE.
  • Waite, S. (2019). Outdoor learning research: Insight into forms and functions. Abingdon: Routhledge. Thompson, S. & Williams, K. (2008). Using photography to tell a story. Social Studies and the Young Learner, 20(3), 18–21.
  • Tokcan, H. (2015). Okul dışı sosyal bilgiler öğretimi ve öğrenme teorileri. A. Şimşek & S. Kaymakçı (Eds.) içinde, Okul dışı sosyal bilgiler öğretimi (s. 15-42). Ankara: Pegem Akademi.
  • Zafeirakou, Α. (2000). Museums and schools: Dialogue and collaborations, representations and practices. In Α. Zafeirakou (Ed.), Museums and Schools: Dialogue and Collaborations, Representations and Practices (pp. 17-34). Athens: Typothito / George Dardanos.
Year 2023, Volume: 8 Issue: 2, 212 - 225, 31.12.2023

Abstract

References

  • Austin, H. M. & Thompson, K. (2014). Historical thinking: Examining a photo of newsboys in summer, 1908. Social Studies and the Young Learner, 27(2), 29–32.
  • Behrendt, M. & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245.
  • Borsos, E., Patocskai, M. & Boric, E. (2018). Teaching in nature? Naturally! Journal of Biological Education, 52 (4), 429-439.
  • Buswell, C. (2017). Using the Indian Removal Act to teach critical thinking. Social Education, 81 (6), 346-351.
  • Craven, J., Sumrall, W., Moore, J. & Logan, K. (2011). A monumental lesson: What historical structures can tell us. Social Studies and the Young Learner, 23(4), 17-21.
  • Cresnar, A. (2011). Pomen terenskega dela pri pouku biologije. [The importance of field work in the teaching of biology] Radovljica: Didakta.
  • Davis, J. R. (1995). Interdisciplinary courses and team teaching: New arrangements for learning. Phoenix, Ariz: American Council in Education/Oryx Press.
  • Dimopoulou, Μ., Kirdi, Κ. & Svoronou, Ε. (2018). The child, the city and the monuments. Guide to educational activities for Primary Education. Athens: Technopolis of the Municipality of Athens and Piraeus Group Cultural Foundation.
  • Downey, L. B. (2008). A century of veterans. Social Studies and the Young Learner, 21(2), 25-27.
  • Evensen, K. H., Nordh, H. & Skaar, M. (2017). Everyday use of urban cemeteries: a Norwegian case study. Landscape Urban Plan, 159, 76–84.
  • Filer, P. & Roth, C. (2009). Cemetery studıes currıculum materıals for socıal studıes classes. [Https://www.historylink.org/Content/education/downloads/Oral%20History%20Curriculum.pdf 21.07.2022] tarihinde erişilmiştir.
  • Finnish National Board of Education [FNBE] (2014). National core curriculum for basic education. Helsinki: FNBE.
  • Gibson, M. T. & Reich, G. A. (2017). Confederate monuments: Heritage, racism, anachronism, and who gets to decide? Social Education, 81(6), 356-361.
  • Greene, M. (2008). Rest in peace: A history of American cemeteries. Twenty-First Century Books.
  • Groce, E., Wilson, R. & Poling, L. (2013). “Tomb it may concern”: Visit your local cemetery for a multidisciplinary (and economical) field trip. Social Studies and the Young Learner, 25(3), 13-17.
  • Haines-Young, R. & Potschin-Young, M. (2018). Revision of the common international classification for ecosystem services (CICES V5. 1): a policy brief. One Ecosystem, 3, e27108.
  • Hegediš, P. J. & Hus, V. (2020). Cemetery as an Opportunity for Learning outside the Classroom. Creative Education, 11(12), 2660.
  • Howard, B. & Smith, R. (2016). Research & ınvestigation project: A grave undertaking. [https://www.archaeologychannel.org/resources-guide/teacher-resources/195-lesson-plans/2081-memorial-hall-museum-online-r-i-p-a-grave-undertaking] 22.09.2022 tarihinde erişilmiştir.
  • Huerta, R. (2016). The cemetery as a site for aesthetic enquiry in art education. International Journal of Education through Art, 12(1), 7-20.
  • Kear, M. (2010). In Reverence: A Plan for the Preservation of Tolomato Cemetery. St. Augustine: Florida.
  • Kulu, M. (2009). İlköğretim sosyal bilgiler eğitiminde mezarlıkların ve şehitliklerin kullanılması. [Yayımlanmamış yüksek lisans tezi]. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Lambrou, C. & Manesis, N. (2021). The utilization of the fırst cemetery of athens ın the educatıonal process: Prımary educatıon’s students perceptıons. European Journal of Education Studies, 8(11), 356-382.
  • Limberg, M. (2021). Tombstone, pink cemetery, mansfield, CT. Detours: Social Science Education Research Journal, 2(1), 79-80.
  • Nordh, H. & Evensen, K. H. (2018). Qualities and functions ascribed to urban cemeteries across the capital cities of Scandinavia. Urban forestry & urban greening, 33, 80-91.
  • Pecsek, B. (2015). City cemeteries as cultural attractions: Towards an understanding of foreign visitors’ attitude at the national Graveyard in Budapest. The Central European Journal of Regional Development and Tourism, 7(1), 44-61.
  • Pliberšek, L. & Vrban, D. (2019). Cemeteries as cultural heritage: implementing the model of cemeteries-cultural heritage as education environment. Mednarodno inovativno poslovanje= Journal of Innovative Business and Management, 11(2), 22-31.
  • Rigo, K. F. (2014). Graveyard at school: Death and cemetery may take place in the school? Procedia-Social and Behavioral Sciences, 116, 3740-3743.
  • Rios, J. M. & Brewer, J. (2014). Outdoor education and science achievement. Applied Environmental Education & Communication, 13, 234 ̶240.
  • Rivkin, M. S. (2000). Outdoor experiences for young children. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory.
  • Roth, W. M. (2006). Scientific Literacy. In K. Tobin (Eds.), Teaching and Learning Science – A Handbook. London: Praeger. 1, (69 ̶78).
  • McClymont, K., & Sinnett, D. (2021). Planning cemeteries: Their potential contribution to green infrastructure and ecosystem services. Frontiers in Sustainable Cities, 3, 789925.
  • Meydan, A, & Akkuş, A. (2014). Sosyal bilgiler öğretiminde müze gezilerinin tarihi ve kültürel değerlerin kazandırılmasındaki önemi. Marmara Coğrafya Dergisi, 29, 402-422.
  • Middleweb. (2013). Cemeteries: Alive with learning. [Https://www.middleweb.com/8414/cemeteries-alive-with-learning/ 21.08.2022] tarihinde erişilmiştir.
  • Nakou, Ε. (2001). Museum: Us, things and culture. Athens: Island.
  • Oğuz Haçat, S. & Topal, M. (2021). A study on out-of-school social studies teaching analysis study. T. Çetin – H. Özüdoğru – H. Kara (Eds.), V. Uluslararası Sosyal Bilimler Araştırmaları Kongresi bildiriler kitabı içinde (s. 404-413). Ankara: Türk Kooperatifçilik Kurumu Yayınları.
  • Öner, G. (2015). Sosyal bilgiler öğretmenlerinin okul dışı tarih öğretimine ilişkin görüşlerinin incelenmesi. Türk Tarih Eğitimi Dergisi, 4(1), 89-121.
  • Stroebe, M. S. & Schut, H. (2001). Models of coping with bereavement: A review. In M. S. Stroebe, R. O. Hansson, W. Stroebe, & H. Schut (Eds.), Handbook of bereave-ment research: Consequences, coping, and care (pp. 375–403). American Psychological Association.
  • Waite, S. (2017). Children learning outside the classroom: From birth to eleven. London: SAGE.
  • Waite, S. (2019). Outdoor learning research: Insight into forms and functions. Abingdon: Routhledge. Thompson, S. & Williams, K. (2008). Using photography to tell a story. Social Studies and the Young Learner, 20(3), 18–21.
  • Tokcan, H. (2015). Okul dışı sosyal bilgiler öğretimi ve öğrenme teorileri. A. Şimşek & S. Kaymakçı (Eds.) içinde, Okul dışı sosyal bilgiler öğretimi (s. 15-42). Ankara: Pegem Akademi.
  • Zafeirakou, Α. (2000). Museums and schools: Dialogue and collaborations, representations and practices. In Α. Zafeirakou (Ed.), Museums and Schools: Dialogue and Collaborations, Representations and Practices (pp. 17-34). Athens: Typothito / George Dardanos.
There are 41 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review
Authors

Sibel Oğuz Haçat

Mehmet Topal 0000-0003-2066-590X

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 8 Issue: 2

Cite

APA Oğuz Haçat, S., & Topal, M. (2023). Okul Dışı Öğrenme Ortamı Olarak Mezarlıklar. Türkiye Bilimsel Araştırmalar Dergisi, 8(2), 212-225.