Özel Yetenekli İlkokul Öğrencileri için Disiplinlerarası Bir Doğa Eğitimi Programı ve Onların Çevre Okuryazarlığına Etkisi

Yıl 2018, Cilt: 17 Sayı: 4, 1928 - 1943, 01.12.2018

Hasret Nuhoğlu Yeşim İmamoğlu

https://doi.org/10.17051/ilkonline.2019.506905

Öz

Bu
çalışmanın temel amacı, özel yetenekli öğrencilerin doğayı keşfetme ve çevre
sorunlarına sistematik bir şekilde bakabilme fırsatı sağlamak üzere
geliştirilmiş olan displinlerarası doğa eğitimi programını tanıtmaktır. İkinci
amaç ise geliştirilen programın öğrencilerin çevre okuryazarlığına etkisinin
araştırılmasıdır. Çalışma grubu üstün yetenekli 20 ilkokul öğrencisinden
oluşmaktadır. Didep, Türkiye’nin en zengin endemik türlerinin korunduğu İstanbul
ilindeki bir botanik bahçesi’nde gerçekleştirilmiştir. Programın etkinliği, çevre
bilgisi testi (ÇBT), çevreye yönelik duyuşsal eğilimler (ÇYDE) ve çevreye
yönelik sorumlu davranış (ÇYSD) ölçeklerini içeren İlköğretim Çevre Okuryazarlığı
Anketi ile ölçülmüştür. Bunun yanı sıra öğrencilerin performansı ve program
hakkındaki görüşleri değerlendilirmiştir. Veri analizi sonucunda öğrencilerin
çevre bilgisinde ve çevreye
yönelik duyuşsal eğilimlerinde anlamlı farklılıklar gözlemlenmiştir. Öğrenciler ile yapılan görüşmeler
ve gözlemler de bu sonuçları desteklemektedir. Bulgular doğrultusunda programın
olumlu ve olumsuz yanları tartışılmıştır.

Anahtar Kelimeler

Özel yeteneklilerin eğitimi, disiplinlerarası öğrenme-öğretme, doğa eğitimi, çevre eğitimi, çevre okuryazarlığı, okul dışı öğrenme ortamları

An Interdisciplinary Nature Education Program for Gifted Primary School Students and its Effect on their Environmental Literacy

Öz

The
aim of this study is to introduce an interdisciplinary nature education program
(INEP), developed for gifted students in order to create an opportunity for
them to discover nature and approach environmental problems in a systematic
way. Another aim is to investigate the effect of the program on environmental
literacy. Participants of the study were 20 gifted primary school students.
INEP took place in a botanical garden preserving the richest endemic species of
Turkey.  Effectiveness INEP was measured
by Elementary School Environmental Literacy Instrument, consisting test of environmental
knowledge (TEK), affective disposition towards environment (ADTES) and
responsible environmental behavior (CREBS) scales. In addition, participating
students’ performances and their views about the program were evaluated.
Results of data analysis revealed significant differences in students’
environmental knowledge and affective disposition towards the environment.
Student interviews and observations also support this result. In accordance
with the findings, strengths and weaknesses of the program are discussed.

Anahtar Kelimeler

Gifted education, interdisciplinary learning and teaching, nature education, environmental education, environmental literacy, out of school learning environments

Kaynakça

• Aaron, F. R. (2009). Planting A Seed: An Examination of Nature Perception, Program Processes, and Outdoor Experience (Unpublished doctoral thesis). Office of Graduate Studies of Texas A&M University. Anderson, D., Lucas K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching 40(2), 177-199. doi:10.1002/tea.10071 Bonnett, M., & Williams, J. (2006). Environmental education and primary children’s attitudes towards nature and the environment. Cambridge Journal of Education, 28(2), 159-174. doi:10.1080/0305764980280202 Bozkurt, O., & Cansüngü (Koray), Ö. (2002). İlköğretim öğrencilerinin çevre eğitiminde sera etkisi ile ilgili kavram yanılgıları (Elementary school students’ misconceptions regarding greenhouse effect in environmental education). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 67-73. Boyes, E., Chuckran, D., & Stanisstreet, M. (1993). How do high school students perceive global climate change: What are its manifestations? What are its origins? What corrective action can be taken? Journal of Science Education and Technology, 2(4), 541-557. doi: 10.1007/BF00695323 Brock, R. J. (2010). Exploring the Development of Fourth Grader’s Environmental Identity Trough Participation in a Semi – Formal Nature Club (Unpublished doctoral thesis). The Graduate School University of Nevada. Burgess, J., & Smith, M. J. (2011). Listening to children: Perceptions of nature. Journal of Natural History Education and Experience, 5, 27-43. Clark, B. (1997). Growing up gifted: Developing the potential of children at school and at home (5th edition). Ohio: Pearson. Creswell, J. W. (2014). Research design : Qualitative, Quantitative, and Mixed Methods Approaches (4th ed. ). Sage Publications. Davis, G. A., & Rimm, S. B. (2004). Enrichment and grouping. In G. A. Davis & S. B. Rimm (Eds.) Education of the gifted and talented (5th edition). Boston, MA: Pearson Education. Erdoğan, M. (2009). Fifth Grade Students’ Environmental Literacy and The Factors Affecting Students’ Environmentally Responsible Behaviors (Unpublished doctoral thesis), Middle East Technical University, Ankara. Erdoğan, M. (2011). The effects of ecology - based summer nature education program on primary school students’ environmental knowledge, environmental affect and responsible environmental behavior. Educational Sciences: Theory and Practice, 11(4), 2233 – 2237. Erentay, N., & Erdoğan, M. (2012). 22 Adımda Doğa Eğitimi. Ankara: ODTÜ Griffin, J. (2004), Research on Students and Museums: Looking more closely at the students in school groups. Science Education, 88: S59–S70. doi:10.1002/sce.20018 Gould, J. C., Weeks, V., & Evans, S. (2003). Science starts early. Gifted Child Today, 26(3), 38-42. doi:10.4219/gct-2003-102 Gould, J. C., Weeks, V., & Evans, S. (2005). Science starts early: A program for developing talent in science. S. K. Johnsen ve J. Kendrick (Ed.), Science education for gifted students: 3-11. Texas: Prufrock Press. Grotzer, T.A., & Basca, B. B. (2003). How does grasping the underlying causal structures of ecosystems impact students’ understanding? Journal of Biological Education, 38(1), 16-29. doi: 10.1080/00219266.2003.9655891 Halkitis, P. N. (1990). A model for elementary school gifted science education. Gifted Child Today, 13(4), 12-16. Karnes, F. A., & Riley, T. L. (2005). Developing an early passion for science through competitions. In S.K. Johnsen & J. Kendrick (Eds.), Science education for gifted students. Texas: Prufrock Press. Kopelman, M., Galasso, V. G., & Strom, P. (1977). A model program for the development of creativity in science. Gifted Child Quarterly, 21(1), 80-84. doi:10.1177/001698627702100113 Köşker, N. (2013). İlkokul öğrencileri ve sınıf öğretmeni adaylarının doğaya i̇lişkin algıları ve sorumluluklarına yönelik düşünceleri (primary school students’ and prospective primary school teachers’ perceptions of nature and thoughts of their responsibilities towards the nature). International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(3), 341-355. doi:10.7827/TurkishStudies.4037 Lisowski, M., & Disinger J. F. (1991). The Effect of Field Based Instruction on Student Understandings of Ecological Concepts. Journal of Environmental Education, 23(1), 19-23. doi: 10.1080/00958964.1991.9943065 Lind, K. K., (2005). Exploring science in early childhood: A developmental approach. Thomson Delmar Learning, Clifton Park, NY, USA. Meador, K. S. (2003). Thinking creatively about science: Suggestions for primary teachers. Gifted Child Today, 26(1), 25-29. doi:10.4219/gct-2003-93 Melber, L. H., & Abraham, L. M. (1999). Beyond the classroom: Linking with informal education. Science Activities, 36, 3-4. doi:10.1080/00368129909601027 Ngoi, M., & Voldracek, M. (2004). Working with gifted science students in a public high school environment: one school's approach. Journal of secondary gifted education, 15(4), 141-147. doi: 10.4219/jsge-2004-459 NGBB (2013). Nezahat Gökyiğit Botanik Bahçesi (Nezahat Gökyiğit Botanical Garden). www.ngbb.org.tr Nuhoğlu, H. (2012). Fen öğretiminde okul dışı öğrenme ortamları. Laçin Şimşek C. (ed.). Botanik bahçeleri. Ankara: Pegem Akademi. Özdemir O. (2010). Doğa deneyimine dayalı çevre eğitiminin i̇lköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi (The effects of nature-based environmental education on environmental perception and behavior of primary school students), Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 125-138. Ramey- Gassert, L. (1997). Learning science beyond the classroom. The elementary school journal 97(4), 433-450. http://www.jstor.org/stable/1002356 Ratcfille, M. M. (2007). Garden Based Education in School Settings: The Effects of Children’s Vegatable Consumption, Vegatable Preferences and Ecoliteracy, (Unpublished doctoral thesis). Friedman School of Nutrition Science and Policy, Tufts University. Renzulli, J. S., & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press. Reis, S. M., & Renzulli, J. S. (1994). Research related to the schoolwide enrichment triad model. Gifted Child Quarterly, 38(1).7-20. doi:10.1177/026142940301800104 Rye J. ,Rubba, R., & Wiesenmayer , R. (1997) . An investigation of middle school students' alternative conceptions of global warming International Journal of Science Education, 19(5), 527-551. doi: 10.1080/0950069970190503 Shiever, S. W., & Maker, C. J. (2003). New directions in enrichment and acceleration. In N. Colangelo & G. Davis (Eds.). Handbook of gifted education (3rd edition). Boston: Pearson Education. Silverman, L. K. (Ed.). (1993). Counseling gifted & talented. Denver: Love Publishing Company. Sisk, D. (2007). Differentiation for effective instruction in science. Gifted Education International, 23, 32-45. Smutny, J., &, Von Fremd, S. E. (2004). Differentiating for the young child. Thousand Oaks: Corwin Press. Stepanek, J. (1999). Meeting the needs of gifted students: Differentiating mathematics and science instruction. Portland, Oregon: Northwest Regional Educational Laboratory. Şimşekli, Y. (2010). The original activities for environmental education and their effects on students (a case study in Bursa). Elementary Education Online, 9(2), 552-560. [Online]: http://ilkogretim-online.org.tr Tomlinson, C. A., (2000). Reconcilable differences: Standards-based teaching and differentiation. Educational leadership. 58(1), 6-11. VanTassel-Baska, J. (1998). Characteristics and needs of talented learners. In J. VanTassel-Baska (Ed.), Excellence in educating gifted and talented learners (3rd edition). Denver, CO: Love Publishing. VanTassel-Baska, J. (2002). Theory and research on curriculum development for gifted. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness a talent. Oxford, UK: Pergamon Press. VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners. Boston, MA: Pearson Education. Watters, J. J. (2004). In pursuit of excellence in science. Australasian Journal of Gifted Education, 13(2), 41-53. Watters, James J and Diezmann, Carmel M (2003) The gifted student in science: Fulfilling potential. Australian Science Teachers Journal 49(3):46-53.
• Yardımcı, E. (2009). Yaz Bilim Kampında Yapılan Etkinlik Temelli Doğa Eğitiminin İlköğretim 4 ve 5.Sınıftaki Çocukların Doğa Algılarına Etkisi (Unpublished master’s thesis). Abant İzzet Baysal University, Institute of Social Sciences.