Opinions of Social Studies Prospective Teachers on Out-of-School Learning

Yıl 2018, Cilt: 7 Sayı: 4, 745 - 752, 15.10.2018

Meral Metin Goksu Tugba Somen

https://doi.org/10.12973/eu-jer.7.4.745

Öz

This study aims to analyse opinions of social studies prospective teachers towards out-of-school learning. It was conducted with 12 prospective teachers who were at their final year at Kafkas University Education Faculty, Social Studies Teaching Department. In this qualitative study, phenomenological design was adopted, and the data was collected with semi-structured interview form which was developed by the researcher. To explain qualitative data and to find relationships, explanatory and inferential codes during analysis were adopted. Based on the results obtained from this study, prospective teachers expressed that they had inadequate knowledge about out-of-school learning, and out-of-school learning may present advantageous to learning process such as learning with doing-experiencing, permanence of subjects, and materialisation of information. Additionally, regarding out-of-school learning, prospective teachers expressed that there may be problems with time and incorrect learning practices. Recommendations were presented for these results.

Anahtar Kelimeler

Social studies, prospective teachers, out-of-school learning

Kaynakça

• Akyuz, Y. (1979). Eğitimde çocuk-doğa ve çevre korunması ilişkileri [Relationship between child-nature, and environmental protection in education]. Ankara University Education Science Journal, 12(1-4), 85-95.
• Altin, B. N., & Demirtas, S. (2009). Sosyal bilgiler dersinde sınıf dışı eğitim etkinlikleri [Out-of-class education activities in social studies class]. M. Safran (Editor), Social Science Teaching (507-541). Ankara: Pegem Akademi.
• 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.
• Ay, Y., Anagun, S., & Demir, Z.M. (2015). Sınıf öğretmeni adaylarının fen öğretiminde okul dışı öğrenme hakkındaki görüşleri [Views of class prospective teachers on out-of-school learning in science teaching]. Turkish Studies, 10 (15), 103-118.
• Bostan Sarioglan, A., & Kucukozer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması [Investigation of science prospective teachers’ opinions regarding out-of-school learning environments]. Journal of Informal Environment Studies, IAD 2 (1), 1-15.
• Buyukozturk, S., Kilic Cakmakci, E., Akgun, O.E., Karadeniz, S., & Demirel, F. (2010). Bilimsel araştırma yöntemleri [Scientific research methods] (7. edition), Ankara: Pegem Akademi.
• Dillon J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107- 111.
• Ertas Kilic, H., & Sen, A.I. (2014). Okul dışı öğrenme etkinliklerine ve eleştirel düşünmeye dayalı fizik öğretiminin öğrenci tutumlarına etkisi [Effect of out-of-school learning activities and critical thinking-based physics teaching on students attitudes]. Education and Science TEDMEM, 39 (176), 13-30.
• Ertas, H. Sen, A. I., & Parmaksizoglu, A. (2011). Okul dışı bilimsel etkinliklerin 9. sınıf öğrencilerinin enerji konusunu günlük hayatla ilişkilendirme düzeyine etkisi [Effect of out-of-school scientific activities on the level of attachment of energy to the daily life of the 9th grade students]. NEF-EFMED, 5 (2), 178-198.
• Falk, J., & Dierking, L. (1997). School fieldtrips: Assessing their long-term impact. Curator, 40 (3), 211-218.
• Gorecek Baybars, M. (2017). Sınıf öğretmeni adaylarının okul dışı öğrenme hakkındaki görüşlerinin belirlenmesi [Determining opinions of the class prospective teachers regarding out-of-school learning]. Researcher Social Science Studies, 5 (9), 218-229.
• Johnson, B.,, & Christensen, L. (2014). Educational research: quantitative, qualitative and mixed approaches. USA: SAGE Publications.
• Karaoglan, S. (2016). Eğitimde sınıf-okul dışı öğrenme uygulamaları ve yaşanan sorunlar [Out-of-school learning practices in education and problems]. R. Aksu (Editor), Academic assessment and proposed solutions for education problems in Turkey I. (47-84). Ankara: Maya Academy.
• Kurtulus, A. (2015). İnformal (sınıf dışı) öğrenme ortamı pi günü: Büyük risk yarışması örneği [Pi day in informal (out-of-class) learning environment: Big risk competition example]. Journal of Education and Learning Research, 4 (1), 107-116.
• Oktay, A. (2011). Eğitimin temel kavramları ve eğitim düşüncesinin tarihsel gelişimi [Basic concepts of education and historical development of educational thought]. A. Oktay (Editor), Introduction to Educational Science (1-19). Ankara: Pegem Publication.
• Okur Berberoglu, E., & Uygun, S. (2013). Eğitimin temel kavramları ve eğitim düşüncesinin tarihsel gelişimi [Examination of the development of education outside the classroom in the world and Turkey]. Mersin University Journal of Education Faculty, 9(2), 32-42.
• Ozur, N. (2010). Sosyal bilgiler dersinde sınıf dışı etkinliklerin öğrenci başarısına etkisi [Impact of out-of-school activities on student success in social studies lesson] (Unpublished doctoral thesis). Gazi University Education Science Institute, Ankara.
• Robson, C. (2015). Bilimsel Araştırma Yöntemleri Gerçek Dünya Araştırması [Scientific Research Methods Real World Analysis]. S. Cinkir, & N. Demirkasimoglu (Editor) Ankara: Ani Publication.
• Safran, M., & Ata, B. (1998). Okul dışı tarih öğretimi [Out-of-school history teaching]. G.U. Gazi Education Science Journal, 18(1), 87-94.
• Salmi, H. S. (1993). Science centre education: Motivation and learning in informal education. (Master Thesis), University of Helsinki, Finland. Retrieved from http://files.eric.ed.gov/fulltext/ED363613.pdf
• Sontay, G., Tutar, M., & Karamustafaoglu, O. (2016). Okul dışı öğrenme ortamları ile fen öğretimi hakkında öğrenci görüşleri: Planetaryum gezisi [Opinions of students regarding science teaching in out-of-school learning environment: Planeraium trip]. Journal of Informal Environment Studies, IAD 1 (1), 1-24.
• Sonmez, V., & Alacapinar, F. (2014). Örneklendirilmiş bilimsel araştırma yöntemleri [Sampled scientific research methods] (3. edition). Ankara: Ani Publication.
• Simsek, A.,, & Kaymakci, S. (2015). Okul dışı sosyal bilgiler öğretiminin amacı ve kapsamı [Purpose and scope of out-of-school social studies teaching]. Simsek, A., & Kaymakci, S. (Editor), Out-of-School Social Studies Teaching (1-13). Ankara: Pegem Akademi.
• Tsai, J. T. (2006). The identification of the components for an outdoor education curriculum in Taiwan. PhDThesis, Indiana University, USA.
• Turkmen, H. (2010). İnformal (sınıf-dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu [Historical overview of informal (out-of-school) science education and integration into our education]. Cukurova University Journal of Education Faculty, 3(39), 46-49.
• Wellington, J. (1990). Formal and informal learning in science: The role of the interactive science centers. Physics Education, 25, 247-252.
• Yazici, F., & Yildirim, T. (2017). Okul dışı tarih öğretimi ve sosyal zekâ arasındaki ilişkinin yol analiziyle incelenmesi [Investigating relationship between out-of-school history teaching and social intelligence by path analysis]. Ahi Evran University Kirsehir Education Faculty Journal (KEFAD), 18(2), 733-755.
• Yildirim, A., & Simsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social science]. Ankara: Seckin Publication.
• Yu, J. C. (1999). The national science and technology museum of Taiwan. Technology and Culture, 40 (1), 107-113.