Determination of Student Opinions on Visiting Ephesus Ancient City and Museum as an Out-of-School Learning Environment

Abstract

This research was carried out to determine the opinions of the students about the visits to the ancient city and museum of Ephesus as an out-of-school learning environment. Semi-structured interview method, a qualitative research method, was used to investigate students' views in depth. The study group consisted of 15 students studying at xxxxx xxxxx xxxxx University, Faculty of Tourism, in the fall semester of 2022-2023, in the 2nd grade and taking the Visual Arts course. In this study, analyses were conducted using a semi-structured interview form consisting of 10 questions. Students were given applications with supporting activities such as digital animated illustrations and designs, augmented reality, QR codes, and brochure designs prepared within the scope of the thesis. In light of the findings obtained as a result of this research, they stated that the use of the Ephesus Museum as an out-of-school learning environment causes learners to gain cognitive and positive gains in artistic and cultural fields. In addition, it has led them to think that it helps develop their empathy skills by learning about the important and future-lighting inventions and advances in the past, and by developing a perspective on how different cultures live in daily life, beliefs, economics and cultural.

Keywords

• Out-of-school learning environments
• Museum education
• Art history
• Art and Design teaching
• Illustration.

Okul Dışı Öğrenme Ortamı Olarak Efes Antik Kenti ve Müzesi Ziyaretine İlişkin Öğrenci Görüşlerinin Belirlenmesi

Öz

Bu araştırma, okul dışı öğrenme ortamı olarak Efes Antik kenti ve müzesine yapılan ziyaretlere ilişkin öğrenci görüşlerini belirleyebilmek amacıyla yapılmıştır. Öğrencilerin görüşlerini derinlemesine araştırabilmek için nitel araştırma yöntemlerinden yarı yapılandırılmış görüşme yöntemi kullanılmıştır. Araştırmada çalışma grubunu, xxxxx xxxxx xxxxx Üniversitesi xxxxx Fakültesinde, 2022-2023 güz yarıyılında 2. Sınıfta öğrenim gören ve Görsel Sanatlar dersini alan 15 öğrenci oluşturmaktadır. Araştırmada 10 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılarak analizleri yapılmıştır. Öğrencilere tez kapsamında hazırlanan dijital hareketli illüstrasyon ve tasarımlar, artırılmış gerçeklik, QR kod, bröşür tasarımı gibi destekleyici etkinliklerle uygulamalar yaptırılmıştır. Bu araştırma sonucu elde edilen bulgular ışığında; Efes müzesinin okul dışı öğrenme ortamı olarak kullanılmasının öğrenenlerin sanatsal, kültürel alanda bilişsel düzeyde ve olumlu yönde kazanımlar elde etmelerine neden olduğunu ifade etmişlerdir. Ayrıca farklı kültürlerin gündelik hayat, inanç, ekonomik ve kültürel olarak nasıl yaşadıklarına ilişkin bir bakış açısı geliştirerek empati yeteneklerinin gelişmesine yardımcı olmasını düşünmelerine neden olmuştur.

Anahtar Kelimeler

• Okul dışı öğrenme ortamları
• Müze eğitimi
• Sanat tarihi
• Sanat ve Tasarım öğretimi
• İllüstrasyon.

Kaynakça

1. Anderson, D., Bethan, L., & Mayer Smith, J. (2006). Investigating the impact of practicum experience in an aquarium on pre-service teachers. Teaching Education, 17(4), 341–353. https://doi.org/10.1080/10476210601017527
2. Arslan, M. (2007). Başlıca öğrenme ve öğretim ilkeleri. In B. Aşılıoğlu (Ed.), Öğretim ilke ve yöntemleri (pp. 98-123). Anı Press.
3. Balkan Kıyıcı, F., & Atabek Yiğit, E. (2010). Science education beyond the classroom: A Field trip to wind power plant. International Online Journal of Educational Sciences, 2(1), 225-243. https://www.acarindex.com/dosyalar/makale/acarindex-1423904499.pdf
4. Baltacı, A. (2017). Miles-Huberman model in qualitative data analysis. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-15. https://dergipark.org.tr/tr/download/article-file/318527
5. Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education. Allyn & Bacon Boston, MA.
6. Bouma, G. D., & Atkinson, G. B. J. (1995). A handbook of social science research. Oxford University Press
7. Bozdoğan, A. E. (2016). Developing a self-efficacy belief scale to organize educational trips to out-of-school environments. Journal of Theoretical Educational Science, 9(1), 111-129. http://dx.doi.org/10.5578/keg.9475
8. Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: the contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388. https://doi.org/10.1080/09500690500498419

9. Coşkun Keskin, S., & Kaplan, E. (2012). Toys museums as out- of- school learning method in social studies and history education. Electronic Journal of Social Sciences, 11(41), 95-115. https://dergipark.org.tr/tr/download/article-file/70381
10. Çağlayan, E. (2020). Role and importance of out-of-school learning environment in the future of arts education. Journal of Research in Informal Environments, 5(2), 145-158. https://dergipark.org.tr/tr/download/article-file/1084993
11. Çalışkan, H., & Yıldırım, Y. (2021). Okul dışı ortamlarda değerler eğitimi. Pegem Academy.
12. Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Yükseköğretimde çevrim-içi öğrenme: Sistemde yaşanan sorunlar ve çözüm önerileri. Journal of European Education, 1(1), 25-34. https://www.researchgate.net/publication/257655878
13. Çepni, S., & Ormancı, Ü. (2018). Geleceğin dünyası. In S. Çepni (Ed.), Kuramdan uygulamaya STEM+A+E eğitimi (pp. 1-37). Pegem Academy.
14. Çiçek, Ö., & Saraç, E. (2017). Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 504-522. https://dergipark.org.tr/tr/download/article-file/14872 14
15. Daymon, C., & Holloway, I. (2003). Qualitative research methods in public relations and marketing communications. Routledge.
16. Dilmaç, O., & İnal, E. E. (2020). The influence of active learning activities on visual perceptions of children aged between 4 and 6 during art gallery visits. Journal of Ataturk University Fine Arts Instutie, 26(45), 499-510. https://doi.org/10.35247/ataunigsed.730418
17. Emmons, K. M. (1997). Perceptions of the environment while exploring the outdoors: A case study in Belize. Environmental Education Research, 3(3), 327–344. https://doi.org/10.1080/1350462970030306
18. Eren, A. A. (2019). The effect of using augmented reality practices in the teaching of elements and compounds on the academic achievements of the students and the permanence of the knowledge (Publication No: 586162) [Master Thesis, Erciyes University]. Council of Higher Education Thesis Center.
19. Ergun, M., & Çobanoğlu, E. O. (2017). Okul dışı öğrenme. In S. Dal & M. Köse (Ed.), Öğretim ilke ve yöntemleri etkinlik ve ders planı örnekleriyle zenginleştirilmiş (pp. 327- 374). Anı Press.
20. Erten, Z., & Taşçı, G. (2016). Developing activities of out of the school learning environments for science classes, and analysing their effects on students’ scientific process skills. Journal of Erzincan University Faculty of Education, 18(2), 638-657. https://dergipark.org.tr/tr/download/article-file/28 6831
21. Ertuğrul, A., & Karamustafaoğlu, O. (2020). Views of classroom teachers about out-of-school learning environments: Kayseri science center. Social Sciences Research Journal, 9(2), 107-116. https://www.acarindex.com/pdfs/1116017
22. Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2),171-190. https://doi.org/10.1007/s10956-006-9027-1
23. Fidan, N. (2012). Okulda öğrenme ve öğretme. Pegem Academy.
24. Genç, S., & Buyurgan, S. (2018). The effect of museum activities based on games to the student achievement and their attitude towards art classes. Inonu University Journal of the Faculty of Education, 19(3), 687-699. https://doi.org/10. 17679/inuefd.440804
25. Gerber, B. L., Marek, E. A., & Cavallo, A. M. L. (2001). Development of an informal learning opportunities assay. International Journal of Science Education, 23(6), 569-583. https://doi.org/10.1080/09500690116959
26. Gilbert, G. N., & Mulkey, M. (1984). Opening pandora’s box: A sociological analysis of scientists’ discourse. Cambridge University Press.
27. Glesne, C., & Peshkin. (1992). Becoming qualitative researchers: An introduction. Longman.
28. Göksu, M. M., & Somen, T. (2018). Opinions of social studies prospective teachers on out-of-school learning. European Journal of Educational Research, 7(4), 745-752. https://doi.org/10.12973/eu-jer.7.4.745
29. Gülbahar, Y., & Alper, A. (2009). A content analysis of the studies in instructional technologies area. Ankara University, Journal of Faculty of Educational Sciences, 42(2), 93-111. https://dergipark.org.tr/en/download/article-file/508931
30. Gürsoy, G. (2018). Outdoor learning environments in science education. Electronic Turkish Studies, 13(11), 623-649. http://dx.doi.org/10.7827/TurkishStudies.13225
31. Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press.
32. Heritage, J. (1984). Garfirikel and ethnomethodology. Polity Press.
33. Itzek Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M., & Trautwein, U. (2017). Effectiveness of lab-work learning environments in and out of school: A cluster randomized study. Contemporary Education Psychology, 48, 98-115. https://doi.org/10.1016/j.cedpsych.2016.09.005
34. Jidovtseff, B., Kohnen, C., Belboom, C., Dispa, C., & Vidal, A. (2021). Outdoor education practices in Belgian preschools and relationships with both environmental and personal factors. Journal of Physical Education and Sport, 21, 530-536. https://doi.org/10.7752/Jpes.2021.S1058
35. Jupp, V. (1996). Documents and critical research. In R. Sapsford & V. Jupp (Eds.), Data collection and analysis (pp. 134-165). Sage.
36. Karadoğan, S. (2016). Eğitimde sınıf-okul dışı öğrenme uygulamaları ve yaşanan sorunlar. In R. Aksu (Ed.), Türkiye'de eğitim sorunlarına yönelik akademik değerlendirmeler ve çözüm önerileri-1 (pp. 47-84). Maya Academy Press.
37. Katırcıoğlu, G. (2019). The effects of out-of-school learning environments on nature perception and consciousness level of 7th grade students on recycling (Publication No: 562071) [Master Thesis, Pamukkale University]. Council of Higher Education Thesis Center.
38. Kır, H., Kalfaoğlu, M., & Aksu, H. H. (2021). Mathematics teachers' opinions on the use of out-of-school learning environments. International Journal of Educational Studies İn Mathematics, 8(1), 59-76. https://dergipark.org.tr/tr/download/article-file /1445535
39. Lonkila, M. (1995). Grounded theory as an emerging paradigm for computer-assisted qualitative data analysis. In Computer-aided qualitative data analysis: Theory, methods and practice (pp. 41-51). Sage.
40. Mamur, N. (2015). The use of visual culture theory in “museum education and practices” course in pre-service visual art education. NWSA-Education Sciences, 10(1), 29-53. http://dx.doi.org/10.12739/NWSA.2015.10.1.1C0631
41. Melber, L. H., & Abraham, L. M. (1999). Beyond the classroom: Linking with informal education. Science Activities, 36(1), 3-4. https://doi.org/10.1080/00368129909601027
42. Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass.
43. Mertoğlu, H. (2019). Opinions of science pre-service teachers on out-of-school activities conducted in different learning environments. Journal of Research in Informal Environments, 4(1), 37-60. https://dergipark.org.tr/tr/download/article-file/741611
44. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Sage.
45. Morgan, D. L. (1996). Focus groups. Annual Review of Sociology, 22, 129-152. http://dx.doi.org/10.1146/annurev.soc.22.1. 129
46. Namlı Altıntaş, İ., & Kozaner Yenigül, Ç. (2020). Active learning education in museum. International Journal of Evaluation and Research in Education, 9(1), 120-128. https://doi.org/10.11591/ijere.v9i1.20380
47. Neach, L. (2017). Connecting universal design for learning with gallery tours in art museum education (Publication No. 574834) [Master Thesis, Moore College of Art and Design]. ERIC. https://files.eric.ed.gov/fulltext/ED574834.pdf
48. Noyat, Ş., Karahan, Ç. İ., & Alakuş, A. O. (2018). Montessori yaklaşımı ile okul öncesi çocukların sanat eğitimi yaratıcılıklarına ilişkin inceleme. International Journal of Research in Fine Arts Education, 1(1), 50-61. https://ugsead.penpublishing.net/files/12/manuscript/manuscript_737/ugsead-737-manuscript-223417.pdf
49. Özgen, K., Narlı, S., & Alkan, H. (2013). An investigation of mathematics teacher trainees’ technological pedagogical content knowledge and their perception of the frequency of technology use. Electronic Journal of Social Sciences, 12(44), 31-51. https://dergipark.org.tr/tr/pub/esosder/issue/6158/ 82763
50. Patton, M. Q. (2002). Qualitative evaluation and research methods. SAGE Publications, inc.
51. Pérez López, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology, 12(4), 19-28. https://files.eric.ed. gov/fulltext/EJ1018026.pdf
52. Saleh, S. F., Latip, N. S. A., & Rahim, A. A. (2018). Assessment of learning with nature in preschool. Journal of The Malaysian Institute of Planners, 16(3), 46-56. https://doi.org/10.21837/pmjournal.v16.i7.499
53. Shale, E. (2005). How's school? Helping your teenager get the most out of high school. Allen and Unwin. Strauss, L. C., & Terenzini, P. T. (2007). The effects of students’ in-and out-of-class experiences on their analytical and group skills: A study of engineering education. Research in Higher Education, 48(8), 967-992. https://doi.org/10.1007/s11162-007-9057-4
54. Su, Y. (2022). Effective use of museums in preschool education. Journal of Sustainable Education Studies, 3(2), 97-110. https://dergipark.org.tr/tr/download/article-file/2303198
55. Şen, A. İ. (2019). Okul dışı öğrenme nedir? In A. İ. Şen (Ed.), Okul dışı öğrenme ortamları (pp. 2-18). Pegem Academy.
56. Taflı, T., & Atıcı, T. (2022). Prospective biology teachers’ opinions about outdoor learning activities within the scope of nature and environmental education. E-International Journal of Educational Research, 13(2), 108-125. https://doi.org/10. 19160/e-ijer.933160
57. Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. Epsilon Press.
58. Uludağ, G. (2021). Views of preschool teachers on using out-of-school learning environments in preschool education. International Online Journal of Education and Teaching (Iojet), 8(2). 1225-1249. https://iojet.org/index.php/IOJET/article/view/1178
59. Uslu, Ö. (2008). The realization of the museum education in the interactive medium in the primary education secont stage virsual arts classes (Publication No. 227872) [Doctoral Thesis, Gazi University]. Council of Higher Education Thesis Center.
60. Ürey, M. (2018). Trends of garden based learning approach: Example of school garden applications (2000-2015). YYU Journal of Education Faculty, 15(1), 1054-1080. http://dx.doi.org/10.23891/efdyyu.2018.96
61. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Press.
62. Yıldırım, İ. (2020). The effect of augmented reality applications in science education on academic achievement and retention of 6th grade students (Publication No: 635866) [Master Thesis, Osmangazi University]. Council of Higher Education Thesis Center.