Investigation of Forest School Concept by Forest School Teachers’ Viewpoints

Öz

The study aims to reveal the opinions of teachers working in forest schools about education and students in forest schools. To this end, the study group was constructed with the participation of 5 teachers working in forest schools. The study employed a case study design, one of the qualitative research methods. The data collection tool of the study is an interview form consisted of 7 questions. The collected data were subjected to content analysis based on the case study design. In order to ensure the credibility of the study, the data were reported as they were and supported with direct quotations. As a result of the study, it was found that the teachers considered the forest school within the natural environment and the process of children’s self-awareness. The general view attained is that the forest school presents a comprehensive learning environment, directs students to research, discovering and learning by doing, always keeps the sense of curiosity alive, presents a unique learning environment and that the students educated here as individuals who have self-confidence, are inquisitive, creative, solution-oriented, learning by doing and with a developed sense of responsibility. In light of these findings, it is thought that it is worth emphasizing the importance of studies conducted with different perspectives and that the forest school provides benefits for children in all the learning areas; therefore, it is worth researching.

Anahtar Kelimeler

• forest school,educational perspective

Kaynakça

1. Author, (2019).
2. Akman, B., Üstün, E., & Güler, T. (2003). 6 yaş çocuklarının bilim süreçlerini kulllanma yetenekleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24(24), 11-14.
3. Aktamış E., Ergin Ö. (2007). Bilimsel süreç becerileri ile bilimsel yaratıcılık arasındaki ilişkinin belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 11-23.
4. Amus, G. (2013). Doğada Öğreniyorum. http://www.dogadaogreniyorum.org adresinden ulaşılmıştır.
5. Arslan, A., & Tertemiz, N. (2004). İlköğretimde bilimsel süreç becerilerinin geliştirilmesi. Türk Eğitim Bilimleri Dergisi, 2(4), 479-492.
6. Assadourian, E., & Mastny, L. (2017). Dünyanın durumu 2017 yeryüzü eğitimi: Değişen gezegende eğitimi yeniden düşünmek (Çev. D. Kutluay). İstanbul: Türkiye İş Bankası Kültür Yayınları.
7. Blackwell, S. (2015). Impacts of long term forest school programmes on children’s resilience, confidence and wellbeing.
8. Borradaile, L. (2006). Report to forestry commission Scotland and forest education initiative Scotland. Forestry Commission Scotland.

9. Briggs, C. L. (1986). Studies in the social and cultural foundations of language, No. 1. Learning how to ask: A sociolinguistic appraisal of the role of the interview in social science research. Cambridge University Press.
10. Carter, D. (2016). A nature-based social-emotional approach to supporting young children’s holistic development in classrooms with and without walls: The social-emotional and environmental education development (SEED) framework. International Journal of Early Childhood Environmental Education, 4(1), 9-24.
11. Close, M. (2012). The Forest School initiative and its perceived impact on children’s learning and development: an investigation into the views of children and parents. (Unpublished doctoral dissertation). Cardiff University, Cardiff, UK.
12. Creswell, J., W. (2013). Qualitative inquiry & research methods: Choosing among five approaches. (3rd edition). Thounsand Oaks, CA: Sage.
13. Çepni, S. (2014). Araştırma ve proje çalışmalarına giriş.
14. Dilek, Ö. (2019). The evaluation of forest school applications’ contribution to the development of children. (Unpublished Master Thesis). Kastamonu University, Kastamonu, Turkey.
15. Erentay, N. & Erdoğan, M. (2009). 22 adımda doğa eğitimi. Ankara: ODTU Yayıncılık Ford, P. (1986). Outdoor education: Definition and philosophy. Retrieved from https://eric.ed.gov/?id=ED267941.
16. Hammerman, D. R., & Hammerman, W. M. (1973). Teaching in the Outdoors. Minnesota: Burgess Publishing Company.
17. Hazar, M. (2005). Beden eğitimi ve sporda oyunla eğitim. Ankara: Tutibay Yayıncılık
18. Higgins, P., & Nicol, R. (2002). Outdoor education: Authentic learning in the context of landscapes. Kinda Education Centre.
19. Kahriman-Pamuk, D. (2019). Erken Çocukluk Döneminde Çevre Eğitimi. In D. Kahriman-Pamuk (Ed.), Erken çocukluk döneminde çevre eğitimi ve sürdürülebilirlik. Ankara: Anı Yayıncılık
20. Kahriman-Pamuk, D., & Ahi, B. (2019). A phenomenological study on the school concept of the children attending the forest school. Journal of Qualitative Research in Education, 7(4), 1386-1407.
21. Kaya, G. (2019). Erken çocukluk dönemi fen eğitiminde kullanılan yöntem ve teknikler. In P. Aksüt (Ed.), Erken çocukluk döneminde fen eğitimi (pp. 149- ). Ankara: Nobel Yayıncılık.
22. Khan, M. & Islam, Z. (2014). Outdoor as Learning Environment for Children at a Primary School of Bangladesh. Proceedings of the 45th International Conference of Environment Design Research Association (EDRA), pp.112-119.
23. Kiewra, C., & Veselack, E. (2016). Playing with nature: supporting preschoolers’ creativity in natural outdoor classrooms. The International Journal of Early Childhood Environmental Education, 4(1), 70-95.
24. Knight, S. (2009). Forest school and outdoor learning in the early years. London: Sage.
25. Knight, S. (2011). Risk and adventure in early years outdoor play: Learning from Forest Schools. London: Sage
26. Knight, S. (2012). Forest school for all. London: Sage.
27. Lappin, Edward. (1984). Outdoor education for behavior disordered students. Retrieved from https://files.eric.ed.gov/fulltext/ED261811.pdf
28. Lindon, J. (1999). Run the risk. Nursery World, 10-11.
29. Louv, R. (2017). Doğadaki son çocuk. Ankara: TÜBİTAK .
30. Lovell, R. (2009). An evaluation of physical activity at forest school. Edinburgh: The University of Edinburgh.
31. Mackinder, M. (2017). Footprints in the woods: ‘Tracking’ a nursery child through a Forest School session. Education, 45(2). 3-13
32. Marshall, G. (2013). How to grow a school forest: A handbook for Wisconsin educators. Wisconsin: University of Wisconsin.
33. Maynard, T. (2007). Forest schools in Great Britain: An initial exploration. Contemporary Issues in Early Childhood, 8(4).
34. Michek, S., Nováková, Z., & Menclová, L. (2015). Advantages and disadvantages of forest kindergarten in the Czech Republic. Procedia-Social and Behavioral Sciences, 171, 738-744.
35. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
36. Muñoz, S. A. (2009). Children in the outdoors: a literature review. Sustainable Development Research Centre.
37. Nawaz, H., & Blackwell, S. (2014). Perceptions about forest schools: Encouraging and promoting archimedes forest schools. Academic Journals, 9(15).
38. O'Brien, L. (2009). Learning outdoors: The Forest School approach. Education, 37(1), 3–13.
39. Okur Berberoğlu, E., & Uygun, S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişim durumunun örgün ve yaygın eğitim kapsamında incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2).
40. Öztürk, Ş. (2009). Okulda eğitimle bütünleştirilmiş mekan dışı eğitim. Milli Eğitim Dergisi. Palmer, S. (2018). What is toxic childhood? In Childhood, Well-Being and a Therapeutic Ethos. Routledge.
41. Patton. M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
42. Pavey, B. (2006). The forest school and ınclusion; a project evaluation. The University of Glamorgan.
43. Poyraz, H. (2003). Okulöncesi dönemde oyun ve oyuncak. Ankara: Anı Yayıncılık.
44. Priest, S. (1986). Redefining outdoor education: A matter of many relationships. Journal of Environmental Education, 17(3),13-15.
45. Roe, J., Aspinall, P., & Thompson, C. (2009). Forest school: evidence for restorative health benefits in young people. Forestry Commission Scotland.
46. Slade, M., Lowery, C., & Bland, K. (2013). Evaluating the impact of forest schools: A collaboration between a university and a primary school. Support for Learning, 28(2).
47. Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
48. Tsai, J. T. (2006). The identification of the components for an outdoor education curriculum in Taiwan. USA: Indiana University.
49. Ulutaş, A. (2011) Okul öncesi dönemde drama ve oyunun önemi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(6).
50. Williams-Siegfredson, J. (2012). Understanding the Danish forest school approach. Early years education in practice. Oxon: Routledge.
51. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.