Araştırma Makalesi
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Outdoor Social Studies Experiences of Teacher Candidates

Yıl 2021, Sayı: 28, 183 - 203, 31.10.2021

Öz

This basic qualitative research aims to reveal the meaning of outdoor learning activities experienced by social studies teacher candidates. The study focused on the experiences of teacher candidates using a social constructivist perspective. The study group of this basic qualitative research consists of 16 social studies teacher candidates who took the Special Teaching Methods II course in a state university in the 2018 2019 academic year. The research data were obtained from the semi-structured interview and the observation notes of the researcher. The data were analyzed using the content analysis method. The findings of this study revealed that even just going out of the classroom has educational potential, that outdoor learning facilitates both experiential and participatory learning and creates a more inclusive environment. In addition, in this study, it was found that outdoor learning may develop skills such as problem-solving, critical thinking, perception of space, change and continuity, observation, communication and cooperation which are vital in teaching social studies. Teachers cannot include it in the program without having personal experience in outdoor learning. The prerequisite of all teacher education programs should be learning environments that model the pedagogical expectations of teacher candidates. For this reason, outdoor learning should be accepted and supported as an integral part of the entire school curriculum.

Kaynakça

  • Änggård, E. (2011). Children’s Gendered and Non-Gendered Play in Natural Spaces. Children, Youth and Environments 21(2), 5-33.
  • Avci-Akcali, A. (2015). Perception of out-of-class history teaching in theory and practice: Teacher and candidate teacher opinions. Education and Teaching, 40(181), 117- 137.
  • Barrable, A., & Lakin, L. (2020). Nature relatedness in student teachers, perceived competence, and willingness to teach outdoors: an empirical study, Journal of Adventure Education and Outdoor Learning, 20 (3), 189-201.
  • Bourrier, S. C., Berman, M. G., & Enns, J. T. (2018). Cognitive strategies and natural environments interact in influencing executive function. Frontiers in Psychology, 9, 1-11.
  • Broda, W. H. (2011). Moving the classroom outdoors schoolyard-enhanced learning in action. Stenhouse Publishers, Portland: ME.
  • Cengelci, T. (2013). Sosyal bilgiler öğretmenlerinin sınıf dışı öğrenmeye ilişkin görüşleri [Social studies teachers’ views on learning outside the classroom]. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1823-1841.
  • Davis, B., Rea, T., & Waite; S. (2006). The special nature of the outdoors: Its contribution to the education of children aged 3-11. Australian Journal of Outdoor Education, 10(2), 3-12. Education Scotland, (2009). Outdoor Learning: Practical guidance, ideas and support for teachers and practitioners in Scotland. [Available online at: https://education.gov.scot/media/0fklf35p/hwb24-ol-support.pdf], Retrieved on:21.07. 2020.
  • Eguz, S., & Kesten, A. (2012). Sosyal Bilgiler dersinde müze ile eğitimin öğretmen ve öğrenci görüşlerine göre değerlendirilmesi: Samsun ili örneği [Teachers and students’ opinions regarding learning with museum in social studies course: Case of Samsun]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 81-103.
  • Erk, S., Kiefer, J., Grothe, A.P., Wunderlich, M., & Walter, H. (2003). Emotional context modulates subsequent memory effect. NeuroImage 18, 439-47.
  • Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers, Environmental Education Research, 20 (6), 735-752.
  • Ernst, J., & Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(3), 643–665.
  • Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education & Outdoor Learning, 14(1), 56–81.
  • Fägerstam, E., & Blom, J. (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education & Outdoor Learning, 13(1), 56–75.
  • Foran, A. (2008). An outside place for social studies, Canadian Social Studies, 41 (1), Fall. [Available online at: www.quasar.ualberta.ca/css], Retrieved on:21.04.2020
  • Hartmeyer, R., & Mygind, E. (2016). A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’, Journal of Adventure Education and Outdoor Learning, 16(1): 78-89. DOI: 10.1080/14729679.2015.1086659
  • Higgins, P., & Nicol, R. (2013). Outdoor education. In T. Bryce, W. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish education – fourth edition (pp. 620–627). Edinburgh: Edinburgh University Press.
  • Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3–10.
  • Kent, M., Gilbertson, D. D., & Hunt, O.C. (1997). Fieldwork in geography teaching: a critical review of the literature and approaches, Journal of Geography in Higher Education, 21(3), 313- 332.
  • Keskin, S. Ç. & Engin Kaplan, E. (2012). Sosyal bilgiler ve tarih eğitiminde okul dışı öğrenme ortamı olarak oyuncak müzeleri [Toys museums as out- of- school learning method in social studies and history education]. Elektronik Sosyal Bilimler Dergisi, 11(41), 95-115.
  • Kincheloe, L. J. (2001). We hate social studies: traditions, failures, and the social studies methods course - beginning the reform. Counterpoints, Vol. 100, Getting Beyond the Facts: Teaching Social Journal of Qualitative Research in Education Studies/SocialSciences in the Twenty-first Century: Second Edition: 15-38, Peter Lang AG. [Available online at: https://www.jstor.org/stable/42976192], Retrieved on: 15.06.2020
  • Lindsay, A., & Ewert, A. (1999). Learning at the edge: Can experiential education contribute to educational reform? Journal of Experiential Education, 22(1), 12-19. Lonergan, N., and Andresen, L. W. (1988). Field-based education: Some theoretical considerations. Higher Education Research and Development, 7(1), 63–77.
  • Malkoc, S. ve Kaya, E. (2015). Sosyal bilgiler öğretiminde sınıf dışı okul ortamlarının kullanımı [The usage of non-classroom environments in social studies education]. İlköğretim Online, 14(3), 1079-1095.
  • Mannion, G., Mattu, L., & Wilson, M. (2015). Teaching, learning, and play in the outdoors: A survey of school and preschool provision in Scotland. Scottish natural heritage commissioned Report No. 779. Stirling.
  • McEwen, L. (1996). Fieldwork in the undergraduate geography programme: challenges and changes, Journal of Geography in Higher Education, 20(3), 379–384.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Metin-Göksu, M., & Somen, T. (2018). Opinions of social studies prospective teachers on out-of-school learning. European Journal of Educational Research, 7(4), 745- 752.
  • Murray, R and O’Brien, E (2005). Such enthusiasm – A joy to see: An evaluation of forest school in England, Farnham: Forest Research. [Available online at: www.forestresearch.gov.uk/pdf/ForestSchoolEnglandReport.pdf/$FILE/ForestSchoolEnglandReport.pdf ], Retrieved on:03.07.2020
  • Mygind, E. (2007). A comparison between children’s physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education & Outdoor Learning. 7(2): 161–176.
  • Mygind, E. (2009). A comparison of children’s statements about social relations and teaching in the classroom and in the outdoor environment. Journal of Adventure Education & Outdoor Learning, 9(2), 151–169.
  • Nisbet, E., Zelenski, J. & Murphy, S. (2009). The nature relatedness scale: Linking individuals’ connection with nature to environmental concern and behavior. Environment and Behavior 41, 715–740.
  • Nundy, S., Dillon, J., & Dowd, P. (2009). Improving and encouragingteacher confidence in out-of-classroom learning: The impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners. Education 3–13, 37(1), 61–73.
  • Pruneau, D., Freiman, V., Barbier, P. Y., & Langis, J. (2009). Helping young students to better pose an environmentalm problem, Applied Environmental Education and Communication, 8(2), 105–113.
  • Quay, J., Dickinson, S., & Nettleton, B. (2002). Students caring for each other: Outdoor education and learning through peer relationships. Australian Journal of Outdoor Education, 7(1), 45–53.
  • Rea, T. (2008). Alternative visions of learning: Children’s learning experiences in the outdoors. Educational Futures. e-Journal of the British Education Studies Association, 1(2), 42–50.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M., Sanders, K., & Benefield, P. (2004). A review of research on outdoor learning. London: National Foundation for Educational Research and King’s College London. [Available online at: https://www.academia.edu/288162/A_Review_of_Research_on_Outdoor_Learning], Retrieved on:11.06. 2020
  • Rillo, J. T. (1985). Outdoor education: Beyond the classroom walls, Fastback Series 232, Phi Delta Kappa Educational Foundation Bloomington, Indiana.
  • Ross, W. E. (2019). The challenges of teaching social studies: What teachers? What citizenship? What future? Maria Ballbé, Neus González-Monfort, Antoni Santisteban (Eds.) Quin professorat, quina ciutadania, quin futur? Universitat Autònoma de Barcelona. ISBN: 978-84-490-8792-9.
  • Ruimtelijk, M. E. N. (2004). Nature and health: The influence of nature on social, psychological, and physical well-being. The Hague: The Health Council of the Netherlands.
  • Scrutton, R. A. (2015). Outdoor adventure education for children in Scotland: Quantifying the benefits. Journal of Adventure Education & Outdoor Learning, 15(2), 123–137. Journal of Qualitative Research in Education 203
  • Seyhan, A. (2020). Öğretmen adaylarına göre sosyal bilgiler dersinde okul dışı öğrenmenin etkililiği [Effectiveness of out-of-school learning in social studies course according to prospective teachers]. Turkish Journal of Educational Studies, 7(3), 27-51.
  • Thorburn, M., & Allison, P. (2010). Are we ready to go outdoors now? The prospect for outdoor education during a period of curriculum renewal in Scotland. The Curriculum Journal, 21(1), 97–108.
  • Topcu, E. (2017). Sosyal bilgiler öğretiminde okul dışı öğrenme ortamları: öğretmen adayları ile fenomenolojik bir çalışma [Out of school learning environments in social studies teaching: A phenomenological research with teacher candidates]. International Education Studies, 10(7), 126-142.
  • Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Time spent outdoors during preschool: Links with children’s cognitive and behavioral development. Journal of Environmental Psychology, 52, 69–80.
  • Waite, S. (2007). Memories are made of this’: some reflections on outdoor learning and recall, Education 3–13, 35(4), 333-347.
  • Zink, R., & Boyes, M. (2006). The nature and scope of outdoor education in New Zealand schools. Australian Journal of Outdoor Education, 10(1), 11–21.
Yıl 2021, Sayı: 28, 183 - 203, 31.10.2021

Öz

Kaynakça

  • Änggård, E. (2011). Children’s Gendered and Non-Gendered Play in Natural Spaces. Children, Youth and Environments 21(2), 5-33.
  • Avci-Akcali, A. (2015). Perception of out-of-class history teaching in theory and practice: Teacher and candidate teacher opinions. Education and Teaching, 40(181), 117- 137.
  • Barrable, A., & Lakin, L. (2020). Nature relatedness in student teachers, perceived competence, and willingness to teach outdoors: an empirical study, Journal of Adventure Education and Outdoor Learning, 20 (3), 189-201.
  • Bourrier, S. C., Berman, M. G., & Enns, J. T. (2018). Cognitive strategies and natural environments interact in influencing executive function. Frontiers in Psychology, 9, 1-11.
  • Broda, W. H. (2011). Moving the classroom outdoors schoolyard-enhanced learning in action. Stenhouse Publishers, Portland: ME.
  • Cengelci, T. (2013). Sosyal bilgiler öğretmenlerinin sınıf dışı öğrenmeye ilişkin görüşleri [Social studies teachers’ views on learning outside the classroom]. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1823-1841.
  • Davis, B., Rea, T., & Waite; S. (2006). The special nature of the outdoors: Its contribution to the education of children aged 3-11. Australian Journal of Outdoor Education, 10(2), 3-12. Education Scotland, (2009). Outdoor Learning: Practical guidance, ideas and support for teachers and practitioners in Scotland. [Available online at: https://education.gov.scot/media/0fklf35p/hwb24-ol-support.pdf], Retrieved on:21.07. 2020.
  • Eguz, S., & Kesten, A. (2012). Sosyal Bilgiler dersinde müze ile eğitimin öğretmen ve öğrenci görüşlerine göre değerlendirilmesi: Samsun ili örneği [Teachers and students’ opinions regarding learning with museum in social studies course: Case of Samsun]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 81-103.
  • Erk, S., Kiefer, J., Grothe, A.P., Wunderlich, M., & Walter, H. (2003). Emotional context modulates subsequent memory effect. NeuroImage 18, 439-47.
  • Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers, Environmental Education Research, 20 (6), 735-752.
  • Ernst, J., & Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(3), 643–665.
  • Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education & Outdoor Learning, 14(1), 56–81.
  • Fägerstam, E., & Blom, J. (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education & Outdoor Learning, 13(1), 56–75.
  • Foran, A. (2008). An outside place for social studies, Canadian Social Studies, 41 (1), Fall. [Available online at: www.quasar.ualberta.ca/css], Retrieved on:21.04.2020
  • Hartmeyer, R., & Mygind, E. (2016). A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’, Journal of Adventure Education and Outdoor Learning, 16(1): 78-89. DOI: 10.1080/14729679.2015.1086659
  • Higgins, P., & Nicol, R. (2013). Outdoor education. In T. Bryce, W. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish education – fourth edition (pp. 620–627). Edinburgh: Edinburgh University Press.
  • Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3–10.
  • Kent, M., Gilbertson, D. D., & Hunt, O.C. (1997). Fieldwork in geography teaching: a critical review of the literature and approaches, Journal of Geography in Higher Education, 21(3), 313- 332.
  • Keskin, S. Ç. & Engin Kaplan, E. (2012). Sosyal bilgiler ve tarih eğitiminde okul dışı öğrenme ortamı olarak oyuncak müzeleri [Toys museums as out- of- school learning method in social studies and history education]. Elektronik Sosyal Bilimler Dergisi, 11(41), 95-115.
  • Kincheloe, L. J. (2001). We hate social studies: traditions, failures, and the social studies methods course - beginning the reform. Counterpoints, Vol. 100, Getting Beyond the Facts: Teaching Social Journal of Qualitative Research in Education Studies/SocialSciences in the Twenty-first Century: Second Edition: 15-38, Peter Lang AG. [Available online at: https://www.jstor.org/stable/42976192], Retrieved on: 15.06.2020
  • Lindsay, A., & Ewert, A. (1999). Learning at the edge: Can experiential education contribute to educational reform? Journal of Experiential Education, 22(1), 12-19. Lonergan, N., and Andresen, L. W. (1988). Field-based education: Some theoretical considerations. Higher Education Research and Development, 7(1), 63–77.
  • Malkoc, S. ve Kaya, E. (2015). Sosyal bilgiler öğretiminde sınıf dışı okul ortamlarının kullanımı [The usage of non-classroom environments in social studies education]. İlköğretim Online, 14(3), 1079-1095.
  • Mannion, G., Mattu, L., & Wilson, M. (2015). Teaching, learning, and play in the outdoors: A survey of school and preschool provision in Scotland. Scottish natural heritage commissioned Report No. 779. Stirling.
  • McEwen, L. (1996). Fieldwork in the undergraduate geography programme: challenges and changes, Journal of Geography in Higher Education, 20(3), 379–384.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Metin-Göksu, M., & Somen, T. (2018). Opinions of social studies prospective teachers on out-of-school learning. European Journal of Educational Research, 7(4), 745- 752.
  • Murray, R and O’Brien, E (2005). Such enthusiasm – A joy to see: An evaluation of forest school in England, Farnham: Forest Research. [Available online at: www.forestresearch.gov.uk/pdf/ForestSchoolEnglandReport.pdf/$FILE/ForestSchoolEnglandReport.pdf ], Retrieved on:03.07.2020
  • Mygind, E. (2007). A comparison between children’s physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education & Outdoor Learning. 7(2): 161–176.
  • Mygind, E. (2009). A comparison of children’s statements about social relations and teaching in the classroom and in the outdoor environment. Journal of Adventure Education & Outdoor Learning, 9(2), 151–169.
  • Nisbet, E., Zelenski, J. & Murphy, S. (2009). The nature relatedness scale: Linking individuals’ connection with nature to environmental concern and behavior. Environment and Behavior 41, 715–740.
  • Nundy, S., Dillon, J., & Dowd, P. (2009). Improving and encouragingteacher confidence in out-of-classroom learning: The impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners. Education 3–13, 37(1), 61–73.
  • Pruneau, D., Freiman, V., Barbier, P. Y., & Langis, J. (2009). Helping young students to better pose an environmentalm problem, Applied Environmental Education and Communication, 8(2), 105–113.
  • Quay, J., Dickinson, S., & Nettleton, B. (2002). Students caring for each other: Outdoor education and learning through peer relationships. Australian Journal of Outdoor Education, 7(1), 45–53.
  • Rea, T. (2008). Alternative visions of learning: Children’s learning experiences in the outdoors. Educational Futures. e-Journal of the British Education Studies Association, 1(2), 42–50.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M., Sanders, K., & Benefield, P. (2004). A review of research on outdoor learning. London: National Foundation for Educational Research and King’s College London. [Available online at: https://www.academia.edu/288162/A_Review_of_Research_on_Outdoor_Learning], Retrieved on:11.06. 2020
  • Rillo, J. T. (1985). Outdoor education: Beyond the classroom walls, Fastback Series 232, Phi Delta Kappa Educational Foundation Bloomington, Indiana.
  • Ross, W. E. (2019). The challenges of teaching social studies: What teachers? What citizenship? What future? Maria Ballbé, Neus González-Monfort, Antoni Santisteban (Eds.) Quin professorat, quina ciutadania, quin futur? Universitat Autònoma de Barcelona. ISBN: 978-84-490-8792-9.
  • Ruimtelijk, M. E. N. (2004). Nature and health: The influence of nature on social, psychological, and physical well-being. The Hague: The Health Council of the Netherlands.
  • Scrutton, R. A. (2015). Outdoor adventure education for children in Scotland: Quantifying the benefits. Journal of Adventure Education & Outdoor Learning, 15(2), 123–137. Journal of Qualitative Research in Education 203
  • Seyhan, A. (2020). Öğretmen adaylarına göre sosyal bilgiler dersinde okul dışı öğrenmenin etkililiği [Effectiveness of out-of-school learning in social studies course according to prospective teachers]. Turkish Journal of Educational Studies, 7(3), 27-51.
  • Thorburn, M., & Allison, P. (2010). Are we ready to go outdoors now? The prospect for outdoor education during a period of curriculum renewal in Scotland. The Curriculum Journal, 21(1), 97–108.
  • Topcu, E. (2017). Sosyal bilgiler öğretiminde okul dışı öğrenme ortamları: öğretmen adayları ile fenomenolojik bir çalışma [Out of school learning environments in social studies teaching: A phenomenological research with teacher candidates]. International Education Studies, 10(7), 126-142.
  • Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Time spent outdoors during preschool: Links with children’s cognitive and behavioral development. Journal of Environmental Psychology, 52, 69–80.
  • Waite, S. (2007). Memories are made of this’: some reflections on outdoor learning and recall, Education 3–13, 35(4), 333-347.
  • Zink, R., & Boyes, M. (2006). The nature and scope of outdoor education in New Zealand schools. Australian Journal of Outdoor Education, 10(1), 11–21.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fisun Bozkurt Bu kişi benim

Yayımlanma Tarihi 31 Ekim 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 28

Kaynak Göster

APA Bozkurt, F. (2021). Outdoor Social Studies Experiences of Teacher Candidates. Eğitimde Nitel Araştırmalar Dergisi(28), 183-203.
AMA Bozkurt F. Outdoor Social Studies Experiences of Teacher Candidates. Derginin Amacı ve Kapsamı. Ekim 2021;(28):183-203.
Chicago Bozkurt, Fisun. “Outdoor Social Studies Experiences of Teacher Candidates”. Eğitimde Nitel Araştırmalar Dergisi, sy. 28 (Ekim 2021): 183-203.
EndNote Bozkurt F (01 Ekim 2021) Outdoor Social Studies Experiences of Teacher Candidates. Eğitimde Nitel Araştırmalar Dergisi 28 183–203.
IEEE F. Bozkurt, “Outdoor Social Studies Experiences of Teacher Candidates”, Derginin Amacı ve Kapsamı, sy. 28, ss. 183–203, Ekim 2021.
ISNAD Bozkurt, Fisun. “Outdoor Social Studies Experiences of Teacher Candidates”. Eğitimde Nitel Araştırmalar Dergisi 28 (Ekim 2021), 183-203.
JAMA Bozkurt F. Outdoor Social Studies Experiences of Teacher Candidates. Derginin Amacı ve Kapsamı. 2021;:183–203.
MLA Bozkurt, Fisun. “Outdoor Social Studies Experiences of Teacher Candidates”. Eğitimde Nitel Araştırmalar Dergisi, sy. 28, 2021, ss. 183-0.
Vancouver Bozkurt F. Outdoor Social Studies Experiences of Teacher Candidates. Derginin Amacı ve Kapsamı. 2021(28):183-20.