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Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları

Yıl 2019, Cilt: 39 Sayı: 1, 1 - 35, 20.03.2019

Semiha Yüksek Usta , Fatma Tezel Şahin

https://doi.org/10.17152/gefad.420894
Cited By: 3

Öz

Bu araştırmada kozmik eğitimin verildiği
Montessori anaokuluna devam eden çocuklar ile Devlet anaokuluna devam eden
çocukların, Dünya ve coğrafi kavramlara yönelik farkındalıklarının belirlenmesi
amaçlanmıştır. Bu amaç doğrultusunda Ankara’nın Çankaya İlçesinde Montessori
yaklaşımı ile eğitim veren bir anaokulundaki 16 çocuk ile aynı ilçede Milli
Eğitim Bakanlığı Programına göre eğitim veren bir devlet anaokulundaki 16 çocuk
araştırmanın çalışma grubunu oluşturmuştur. Nitel desende yapılan bu
araştırmanın verileri çocuklarla yapılan görüşmeler sonucunda elde edilmiştir.
Araştırmanın sonucunda, Montessori anaokuluna devam eden çocukların Dünya’nın
şekli, Dünya’nın hareketinin sonuçları, Ay’ın fazları, gece-gündüz oluşumu ve
yağmurun oluşumu ile ilgili daha fazla bilimsel anlayışa sahip oldukları
görülmektedir.

Anahtar Kelimeler

Okul öncesinde coğrafya Kozmik eğitim Montessori yaklaşımı coğrafi farkındalık

Kaynakça

  • Bar, V. (1989). Children’s views about the water cycle. Science Education, 73(4), 481–500.
  • Blown, E.J., Bryce, T.G.K. (2006). Knowledge restructuring in the development of children’s cosmologies. International Journal of Science Education. 28(12), 1411–1462.
  • Bratman,G.N., Hamilton,J.P. & Daily,G.C. (2012). The impacts of nature experience on human cognitive function and mental health. Annals of the New York Academy of Sciences. 118-136.
  • Bryce,T. G. K. &Blown, E. J. (2013) Children's concepts of the shape and size of the Earth, Sun and Moon. International Journal of Science Education, 35(3), 388-446, DOI: 10.1080/09500693.2012.750432
  • Can Yaşar, M., İnal, G., Uyanık, Ö., Yazıcı, H. (2012). Okul öncesi dönemde coğrafya eğitimi. Elektronik Sosyal Bilimler Dergisi, 11(39), 75-87.
  • Doğru, M., Şeker, F. (2012). The effect of science activities on concept acquisition of age 5–6 children groups-the effect of science activities on concept acquisition of age 5–6 children groups. Educational Sciences: Theory and Practice, 12(4), 3011–3024.
  • Duffy,M. & Duffy,D. (2009). Cosmic education in the Montessori elemantery clasroom. USA: Parent Child Press.
  • Güler, T. ,Tuğrul, B. (2007). Okul öncesi çocuklarına yönelik sosyal çalıma alanında tarih ve coğrafya eğitimi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(33), 29-35.
  • Grazzini, C. (2013). Maria Montessori’s cosmic vision, cosmic plan, and cosmic education. The NAMTA Journal, 38(1), 107-116.
  • Hannust, T., Kikas, E. (2010). Young children’s acquisition of knowledge about the Earth: A longitudinal study. Journal of Experimental Child Psychology, 107, 164-180.
  • Harwood, D. & Jackson, P. (1993). Why did they build this hill so steep? problems of assessing primary children's understanding of physical landscape features in the context of the UK National Curriculum. Geographic and Environmental Education, 2(2),64-79.
  • Inbody, D. (1963). Children’s understandings of natural phenomena. Science Education, 47(3), 270–278.
  • Kallery, M. (2011). Astronomical concepts and events awareness for young children. International Journal of Science Education 33(3), 341–369.
  • Kikas, E. (2000). The influence of teaching on students' explanations and illustrations of the day/night cycle and seasonal changes. European Journal of Psychology of Education, 15 (3),281-295.
  • Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439–454.
  • Küçüközer, H., Bostan, A. (2010). Ideas of kindergarten students on the day-night cycles, the seasons and the moon phases. Journal of Theory and Practice in Education, 6(2), 267-280.
  • Merriam, S. (2013). Nitel araştırma desen ve uygulama için bir rehber.(S. Turan, Çev.) Ankara: Nobel Akademi.
  • Miner, J. T. (1992). An early childhood study of the water cycle (Unpublished Art Master’s Thesis). University of Nevada, Las Vegas, NV.
  • Montessori, M. (1948). What you should know about your child .Madras: Kalakshetra Publications.
  • Munn, M. M. (1974). Children’s conceptions of selected astronomical and meteorological phenomena (Unpublished Master’s Thesis),.The Ohio State University, Columbus, OH.
  • National Curriculum Standards for Social Studies (NCSS). (2010). A framework for teaching, learning, and assessment. https://www.socialstudies.org/standards/curriculum sayfasından erişilmiştir.
  • Nobes, G., Martin, A.E., Panagiotaki,G. (2005). The development of scientific knowledge of the Earth. British Journal of Developmental Psychology ,23, 47–64.
  • Nobes, G., Moore, D., Martin, A., Clifford, B., Butterworth, G., Panagiotaki, G. & Siegal,M. (2003). Children's understanding of the earth in a multicultural community: mental models or fragments of knowledge? Developmental Science, 6, 74–87.
  • Oakes, M. (1947). Children’s explanations of natural phenomena. New York: Teachers College.
  • Özsoy, S. (2012). Is the Earth flat or round? Primary school children’s understandings of the planet Earth: The case of Turkish children. International Electronic Journal of Elementary Education, 4(2), 407-415.
  • Öztürk, M.K. (2013).Okul öncesinde coğrafya ve öğretimi. B. Akman, G. Uyanık Balat ve T. Güler (Ed.),Okul Öncesi Dönemde Fen Eğitimi (ss. 205-224). Ankara: PegemA Yayıncılık.
  • Pearson,D.G.& and Craig, T. (2014). The great outdoors? Exploring the mental health benefits of natural environments. Frontiers in Psychology,5,1-4.
  • Prensky,M.(2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9 (5), 1-6. https://doi.org/10.1108/10748120110424816
  • Russel, T., Watt, D. (1990). Evaporation and condensation (Primary SPACE project research report). Liverpool: University Press.
  • Saçkes, M., Korkmaz,H.İ.(2015). Kindergartners’ mental models of the shape of the earth. Elementary Education Online, 14(2), 734-743.
  • Saçkes, M., Flevares, L. M., & Trundle, K. C. (2010). Four– to six-year-old children’s conceptions of the mechanism of rainfall. Early Childhood Research Quarterly, 25(4), 536–546.
  • Schoultz, J., Saljo , R., & Wyndhamn, J. (2001). Heavenly talk: Discourse, artifacts, and children’s understanding of elementary astronomy. Human Development, 44, 103–118.
  • Seefeldt,C., Castle,S.,Falconer,R.C.( 2015). Okul öncesi/İlkokul çocukları için sosyal bilgiler öğretimi.(S. Coşkun Keskin, Çev.) Ankara: Nobel Akademi.
  • Sharp, J. G. (1996). Children’s astronomical beliefs: A preliminary study of year 6 children in southwest England. International Journal of Science Education, 18, 685-712.
  • Siegal, M., Butterworth, G., Newcombe, P. A.( 2004). Culture and children’s cosmology. Developmental Science, 7(3), 308–324.
  • Stephenson, S.M. (2015). Cosmic education: The child’s discovery of a global vision and a cosmic task. The NAMTA Journal, 40(2).
  • Tao, Y., Oliver, M., Venville, G. (2012). Long-term outcomes of early childhood science education: Insights from a cross-national comparative case study on conceptual understanding of science. International Journal of Science and Mathematics Education, 10(6), 1269–1302.
  • Trend ,R., Everett, L& Dove, J. (2010). Interpreting primary children's representations of mountains and mountainous landscapes and environments. Research in Science & Technological Education, 18(1,) 85-112. DOI: 10.1080/02635140050031064
  • Tytler, R. (2000). A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: Dimensions of conceptual progression. International Journal of Science Education, 22(5), 447–467.
  • Tytler, R., Peterson, S. (2004). Young children learning about evaporation: A longitudinal perspective. Canadian Journal of Science, Mathematics, & Technology Education, 4(1), 111–127.
  • Valanides,N., Gritsi,F., Kampeza,M.,Ravanis,K.(2010). Changing preschool children’s conceptions of the day/night cycle. International Journal of Early Years Education,8 (1),27-39.
  • Vosniadou, S., Brewer,W.F. (1992). Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
  • Za’rour, G. I. (1976). Interpretation of natural phenomena by Lebanese school children. Science Education, 60(2), 277–287.

Yıl 2019, Cilt: 39 Sayı: 1, 1 - 35, 20.03.2019

Semiha Yüksek Usta , Fatma Tezel Şahin

https://doi.org/10.17152/gefad.420894
Cited By: 3

Öz

Kaynakça

  • Bar, V. (1989). Children’s views about the water cycle. Science Education, 73(4), 481–500.
  • Blown, E.J., Bryce, T.G.K. (2006). Knowledge restructuring in the development of children’s cosmologies. International Journal of Science Education. 28(12), 1411–1462.
  • Bratman,G.N., Hamilton,J.P. & Daily,G.C. (2012). The impacts of nature experience on human cognitive function and mental health. Annals of the New York Academy of Sciences. 118-136.
  • Bryce,T. G. K. &Blown, E. J. (2013) Children's concepts of the shape and size of the Earth, Sun and Moon. International Journal of Science Education, 35(3), 388-446, DOI: 10.1080/09500693.2012.750432
  • Can Yaşar, M., İnal, G., Uyanık, Ö., Yazıcı, H. (2012). Okul öncesi dönemde coğrafya eğitimi. Elektronik Sosyal Bilimler Dergisi, 11(39), 75-87.
  • Doğru, M., Şeker, F. (2012). The effect of science activities on concept acquisition of age 5–6 children groups-the effect of science activities on concept acquisition of age 5–6 children groups. Educational Sciences: Theory and Practice, 12(4), 3011–3024.
  • Duffy,M. & Duffy,D. (2009). Cosmic education in the Montessori elemantery clasroom. USA: Parent Child Press.
  • Güler, T. ,Tuğrul, B. (2007). Okul öncesi çocuklarına yönelik sosyal çalıma alanında tarih ve coğrafya eğitimi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(33), 29-35.
  • Grazzini, C. (2013). Maria Montessori’s cosmic vision, cosmic plan, and cosmic education. The NAMTA Journal, 38(1), 107-116.
  • Hannust, T., Kikas, E. (2010). Young children’s acquisition of knowledge about the Earth: A longitudinal study. Journal of Experimental Child Psychology, 107, 164-180.
  • Harwood, D. & Jackson, P. (1993). Why did they build this hill so steep? problems of assessing primary children's understanding of physical landscape features in the context of the UK National Curriculum. Geographic and Environmental Education, 2(2),64-79.
  • Inbody, D. (1963). Children’s understandings of natural phenomena. Science Education, 47(3), 270–278.
  • Kallery, M. (2011). Astronomical concepts and events awareness for young children. International Journal of Science Education 33(3), 341–369.
  • Kikas, E. (2000). The influence of teaching on students' explanations and illustrations of the day/night cycle and seasonal changes. European Journal of Psychology of Education, 15 (3),281-295.
  • Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439–454.
  • Küçüközer, H., Bostan, A. (2010). Ideas of kindergarten students on the day-night cycles, the seasons and the moon phases. Journal of Theory and Practice in Education, 6(2), 267-280.
  • Merriam, S. (2013). Nitel araştırma desen ve uygulama için bir rehber.(S. Turan, Çev.) Ankara: Nobel Akademi.
  • Miner, J. T. (1992). An early childhood study of the water cycle (Unpublished Art Master’s Thesis). University of Nevada, Las Vegas, NV.
  • Montessori, M. (1948). What you should know about your child .Madras: Kalakshetra Publications.
  • Munn, M. M. (1974). Children’s conceptions of selected astronomical and meteorological phenomena (Unpublished Master’s Thesis),.The Ohio State University, Columbus, OH.
  • National Curriculum Standards for Social Studies (NCSS). (2010). A framework for teaching, learning, and assessment. https://www.socialstudies.org/standards/curriculum sayfasından erişilmiştir.
  • Nobes, G., Martin, A.E., Panagiotaki,G. (2005). The development of scientific knowledge of the Earth. British Journal of Developmental Psychology ,23, 47–64.
  • Nobes, G., Moore, D., Martin, A., Clifford, B., Butterworth, G., Panagiotaki, G. & Siegal,M. (2003). Children's understanding of the earth in a multicultural community: mental models or fragments of knowledge? Developmental Science, 6, 74–87.
  • Oakes, M. (1947). Children’s explanations of natural phenomena. New York: Teachers College.
  • Özsoy, S. (2012). Is the Earth flat or round? Primary school children’s understandings of the planet Earth: The case of Turkish children. International Electronic Journal of Elementary Education, 4(2), 407-415.
  • Öztürk, M.K. (2013).Okul öncesinde coğrafya ve öğretimi. B. Akman, G. Uyanık Balat ve T. Güler (Ed.),Okul Öncesi Dönemde Fen Eğitimi (ss. 205-224). Ankara: PegemA Yayıncılık.
  • Pearson,D.G.& and Craig, T. (2014). The great outdoors? Exploring the mental health benefits of natural environments. Frontiers in Psychology,5,1-4.
  • Prensky,M.(2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9 (5), 1-6. https://doi.org/10.1108/10748120110424816
  • Russel, T., Watt, D. (1990). Evaporation and condensation (Primary SPACE project research report). Liverpool: University Press.
  • Saçkes, M., Korkmaz,H.İ.(2015). Kindergartners’ mental models of the shape of the earth. Elementary Education Online, 14(2), 734-743.
  • Saçkes, M., Flevares, L. M., & Trundle, K. C. (2010). Four– to six-year-old children’s conceptions of the mechanism of rainfall. Early Childhood Research Quarterly, 25(4), 536–546.
  • Schoultz, J., Saljo , R., & Wyndhamn, J. (2001). Heavenly talk: Discourse, artifacts, and children’s understanding of elementary astronomy. Human Development, 44, 103–118.
  • Seefeldt,C., Castle,S.,Falconer,R.C.( 2015). Okul öncesi/İlkokul çocukları için sosyal bilgiler öğretimi.(S. Coşkun Keskin, Çev.) Ankara: Nobel Akademi.
  • Sharp, J. G. (1996). Children’s astronomical beliefs: A preliminary study of year 6 children in southwest England. International Journal of Science Education, 18, 685-712.
  • Siegal, M., Butterworth, G., Newcombe, P. A.( 2004). Culture and children’s cosmology. Developmental Science, 7(3), 308–324.
  • Stephenson, S.M. (2015). Cosmic education: The child’s discovery of a global vision and a cosmic task. The NAMTA Journal, 40(2).
  • Tao, Y., Oliver, M., Venville, G. (2012). Long-term outcomes of early childhood science education: Insights from a cross-national comparative case study on conceptual understanding of science. International Journal of Science and Mathematics Education, 10(6), 1269–1302.
  • Trend ,R., Everett, L& Dove, J. (2010). Interpreting primary children's representations of mountains and mountainous landscapes and environments. Research in Science & Technological Education, 18(1,) 85-112. DOI: 10.1080/02635140050031064
  • Tytler, R. (2000). A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: Dimensions of conceptual progression. International Journal of Science Education, 22(5), 447–467.
  • Tytler, R., Peterson, S. (2004). Young children learning about evaporation: A longitudinal perspective. Canadian Journal of Science, Mathematics, & Technology Education, 4(1), 111–127.
  • Valanides,N., Gritsi,F., Kampeza,M.,Ravanis,K.(2010). Changing preschool children’s conceptions of the day/night cycle. International Journal of Early Years Education,8 (1),27-39.
  • Vosniadou, S., Brewer,W.F. (1992). Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
  • Za’rour, G. I. (1976). Interpretation of natural phenomena by Lebanese school children. Science Education, 60(2), 277–287.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Semiha Yüksek Usta 0000-0001-6371-0307

Fatma Tezel Şahin

Yayımlanma Tarihi 20 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 39 Sayı: 1

Kaynak Göster

APA Yüksek Usta, S., & Tezel Şahin, F. (2019). Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 39(1), 1-35. https://doi.org/10.17152/gefad.420894
AMA Yüksek Usta S, Tezel Şahin F. Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları. GEFAD. Mart 2019;39(1):1-35. doi:10.17152/gefad.420894
Chicago Yüksek Usta, Semiha, ve Fatma Tezel Şahin. “Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39, sy. 1 (Mart 2019): 1-35. https://doi.org/10.17152/gefad.420894.
EndNote Yüksek Usta S, Tezel Şahin F (01 Mart 2019) Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39 1 1–35.
IEEE S. Yüksek Usta ve F. Tezel Şahin, “Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları”, GEFAD, c. 39, sy. 1, ss. 1–35, 2019, doi: 10.17152/gefad.420894.
ISNAD Yüksek Usta, Semiha - Tezel Şahin, Fatma. “Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39/1 (Mart 2019), 1-35. https://doi.org/10.17152/gefad.420894.
JAMA Yüksek Usta S, Tezel Şahin F. Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları. GEFAD. 2019;39:1–35.
MLA Yüksek Usta, Semiha ve Fatma Tezel Şahin. “Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 39, sy. 1, 2019, ss. 1-35, doi:10.17152/gefad.420894.
Vancouver Yüksek Usta S, Tezel Şahin F. Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları. GEFAD. 2019;39(1):1-35.

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MANAS Sosyal Araştırmalar Dergisi
https://doi.org/10.33206/mjss.1005257
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Cukurova University Faculty of Education Journal
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