BibTex RIS Kaynak Göster

TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN

Yıl 2015, Sayı: 4, 143 - 155, 01.06.2015

Öz

The main purpose of this study is to explore the reasons why teachers do personal visits and take their students to informal science learning institutions, with a focus on botanic gardens. A questionnaire developed by the researchers was used to collect data from 149 Turkish elementary school teachers. The findings indicate that all of the following nine factors (Kisiel, 2005; 2006; Falk and Dierking; 2000; Falk, Moussouri & Coulson, 1998; Michie, 1998) to connect with the classroom curriculum, to provide students with a general learning experience and a new experience, to encourage students in lifelong learning, to enhance students’ interest and motivation, to provide a change in setting or routine, to provide enjoyment, to meet school expectations, to contribute to the socialization of students, and to enjoy the physical setting; were influential. Also, a significant relationship was found between teachers’ personal interest and the field trip experiences of their students.

Kaynakça

  • Adelman, L. M., Falk, J. H., & James, S. (2000). Assessing the National Aquarium in Baltimore’s impact on visitor’s conservation knowledge, attitudes and behaviors. Curator, 43(1), 33–62.
  • Anderson, D. & Zhang, Z. (2003). Teacher perceptions of field-trip planning and implementation. Visitor Studies Today, 6(3), 6-11.
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator, 49(3), 365-86.
  • Crowley, K., & Callanan, M. (1998). Describing and supporting collaborative scientiŞc thinking in parent–child interactions. Journal of Museum Education, 23(1), 12–23.
  • DeMarco, L. W., Relf, D. & McDaniel A. (1999). Integrating gardening into the elementary school curriculum. HortTechnology, 9 (2), 276-281.
  • DeWitt, J., & Storksdieck, M. (2008). A short review of school Şeld trips: Key Şndings from the past and implications for the future. Visitor Studies, 11, 181–197.
  • Dierking, L. D., Falk, J. H., Rennie, L. J., Anderson, D. & Ellenbogen, K. (2003). Policy statement of the informal science education Ad Hoc Committee. Journal of Research in Science Teaching, 40 (2), 108-111.
  • Eshach, H. (2007). Bridging in school and out of school learning: Formal, nonformal and informal Education. Journal of Science Education & Technology, 16(2), 171-190.
  • Falk, J. H. & Adelman, L. (2003). Investigating the impact of prior knowledge, experience and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163-176.
  • Falk, J. H., & Balling, J. D. (1982).The Şeld trip milieu: Learning and behavior as a function of contextual events. Journal of Educational Research, 76(1), 22–28.
  • Falk, J. H. & Dierking, L.D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Altamira.
  • Falk, J. H., Moussouri, T. & Coulson, D. (1998). The effect of visitors' agendas on museum learning. Curator, 41 (2), 106-120.
  • Falk, J. & Storsdieck, M. (2005). Using the Contextual Model of Learning to understand visitor learning from a Science Center Exhibition, Science Education, 89, 744-778.
  • Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Compentencies for analysis and applications (2nd ed.), Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Galbraith, J. (2003). Connecting with plants: Lessons for life. Curriculum Journal, 62, 82-83.
  • Hong, O. & Song, J. (2013) A new method of understanding learning in science centers: context diagrams of learning experiences. Visitor Studies, 16:2, 181-200.
  • Heywood, V. H. (1991). The background for education in botanic gardens. In J. Willison & P. Wyse Jackson. (Eds.) The First International Congress on Education in Botanic Gardens: A natural environment for learning (pp. 16-25). UK: Botanic Gardens Conservation International.
  • Jarvis, P. (2002). International dictionary of adult and continuing education. London: Kogan Page.
  • Kisiel, J. (2005). Understanding elementary school teacher motivations for science field trips. Science Education, 89(6), 936-955.
  • Kisiel, J. (2006). Making field trips work. The Science Teacher, 73(1), 46-48.
  • Kisiel, J., & Anderson, D. (2010). The challenges of understanding science learning in informal environments. Curator: The Museum Journal, 53, 181–189.
  • Kneebone, S. (2006). A global snapshot of botanic garden education provision 2006. Retrieved from http://www.bgci.org/education/global_snapshot_edu _provis/
  • Kubota, C. A. & Olstad, R. G. (1991).Effects of novelty-reducing preparation on exploratory behavior and cognitive learning in a science museum setting. Journal of Research in Science Teaching, 28(3), 225–234.
  • Liddicoat, K. R. & Krasny, M. E. (2014). Memories as useful outcomes of residential outdoor environmental education, The Journal of Environmental Education, 45(3), 178-193.
  • McLeod, J & Kilpatrick, K. (2001). Exploring science at the museum. Educational Leadership, 58(7), 59-63.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teachers Journal, 44(4), 43-50.
  • Morgan, S. C., Hamilton, S. L., Bentley, M. L., & Myrie, S. (2009). Environmental education in botanic gardens: Exploring Brooklyn Botanic Garden's Project Green Reach, The Journal of Environmental Education, 40(4), 35-52.
  • Nadelson, L. S., & Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An environmental science field trip. The Journal of Educational Research, 105, 220-231.
  • Osborne, J. & Dillon, J. (2007). Research on learning in informal contexts: Advancing the field? International Journal of Science Education, 29(12), 1441-1445.
  • Phipps, M. (2010). Research trends and Şndings from a decade (1997–2007) of research on informal science education and free-choice science learning. Visitor Studies, 13(1), 3–22.
  • Rogers, A. (2002). Teaching adults (3rd ed.). New York: Open University Press.
  • Rogers, A. (2004). Looking again at non-formal and informal education - towards a new paradigm. The Encyclopaedia of Informal Education, Retrieved from www.infed/biblio/ non_formal_ paradigm.htm.
  • Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. NALL working paper 19. Retrieved from http://www.oise.utoronto.ca/depts/sese/csew /nall/res/19formsofinformal.htm.
  • Steward, K. (2004). What learning? What theory? In C. Hobson (Ed.), The Fifth International Congress on Education in Botanic Gardens. Connecting with Plants: Lessons for Life (pp. 118-124). UK: Botanic Gardens Conservation International.
  • Uno, G. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(10), 1753-1759.
  • Wellington, J. (1990). Formal and informal learning in science: The Role of the interactive science centers. Physics Education, 25(5), 247-252.
  • Willison, J., & Green, J. (1994). Environmental education in botanic gardens: Guidelines for developing individual strategies. Richmond, UK: Botanic Gardens Conservation International.
  • Wyles, J. K., Pahl, S., White, M., Morris, S., Cracknell, D., & Thompson, R. C. (2013). Towards a marine mindset: Visiting an aquarium can improve attitudes and intentions regarding marine sustainability, Visitor Studies, 16(1), 95-110.
Yıl 2015, Sayı: 4, 143 - 155, 01.06.2015

Öz

Kaynakça

  • Adelman, L. M., Falk, J. H., & James, S. (2000). Assessing the National Aquarium in Baltimore’s impact on visitor’s conservation knowledge, attitudes and behaviors. Curator, 43(1), 33–62.
  • Anderson, D. & Zhang, Z. (2003). Teacher perceptions of field-trip planning and implementation. Visitor Studies Today, 6(3), 6-11.
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator, 49(3), 365-86.
  • Crowley, K., & Callanan, M. (1998). Describing and supporting collaborative scientiŞc thinking in parent–child interactions. Journal of Museum Education, 23(1), 12–23.
  • DeMarco, L. W., Relf, D. & McDaniel A. (1999). Integrating gardening into the elementary school curriculum. HortTechnology, 9 (2), 276-281.
  • DeWitt, J., & Storksdieck, M. (2008). A short review of school Şeld trips: Key Şndings from the past and implications for the future. Visitor Studies, 11, 181–197.
  • Dierking, L. D., Falk, J. H., Rennie, L. J., Anderson, D. & Ellenbogen, K. (2003). Policy statement of the informal science education Ad Hoc Committee. Journal of Research in Science Teaching, 40 (2), 108-111.
  • Eshach, H. (2007). Bridging in school and out of school learning: Formal, nonformal and informal Education. Journal of Science Education & Technology, 16(2), 171-190.
  • Falk, J. H. & Adelman, L. (2003). Investigating the impact of prior knowledge, experience and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163-176.
  • Falk, J. H., & Balling, J. D. (1982).The Şeld trip milieu: Learning and behavior as a function of contextual events. Journal of Educational Research, 76(1), 22–28.
  • Falk, J. H. & Dierking, L.D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Altamira.
  • Falk, J. H., Moussouri, T. & Coulson, D. (1998). The effect of visitors' agendas on museum learning. Curator, 41 (2), 106-120.
  • Falk, J. & Storsdieck, M. (2005). Using the Contextual Model of Learning to understand visitor learning from a Science Center Exhibition, Science Education, 89, 744-778.
  • Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Compentencies for analysis and applications (2nd ed.), Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Galbraith, J. (2003). Connecting with plants: Lessons for life. Curriculum Journal, 62, 82-83.
  • Hong, O. & Song, J. (2013) A new method of understanding learning in science centers: context diagrams of learning experiences. Visitor Studies, 16:2, 181-200.
  • Heywood, V. H. (1991). The background for education in botanic gardens. In J. Willison & P. Wyse Jackson. (Eds.) The First International Congress on Education in Botanic Gardens: A natural environment for learning (pp. 16-25). UK: Botanic Gardens Conservation International.
  • Jarvis, P. (2002). International dictionary of adult and continuing education. London: Kogan Page.
  • Kisiel, J. (2005). Understanding elementary school teacher motivations for science field trips. Science Education, 89(6), 936-955.
  • Kisiel, J. (2006). Making field trips work. The Science Teacher, 73(1), 46-48.
  • Kisiel, J., & Anderson, D. (2010). The challenges of understanding science learning in informal environments. Curator: The Museum Journal, 53, 181–189.
  • Kneebone, S. (2006). A global snapshot of botanic garden education provision 2006. Retrieved from http://www.bgci.org/education/global_snapshot_edu _provis/
  • Kubota, C. A. & Olstad, R. G. (1991).Effects of novelty-reducing preparation on exploratory behavior and cognitive learning in a science museum setting. Journal of Research in Science Teaching, 28(3), 225–234.
  • Liddicoat, K. R. & Krasny, M. E. (2014). Memories as useful outcomes of residential outdoor environmental education, The Journal of Environmental Education, 45(3), 178-193.
  • McLeod, J & Kilpatrick, K. (2001). Exploring science at the museum. Educational Leadership, 58(7), 59-63.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teachers Journal, 44(4), 43-50.
  • Morgan, S. C., Hamilton, S. L., Bentley, M. L., & Myrie, S. (2009). Environmental education in botanic gardens: Exploring Brooklyn Botanic Garden's Project Green Reach, The Journal of Environmental Education, 40(4), 35-52.
  • Nadelson, L. S., & Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An environmental science field trip. The Journal of Educational Research, 105, 220-231.
  • Osborne, J. & Dillon, J. (2007). Research on learning in informal contexts: Advancing the field? International Journal of Science Education, 29(12), 1441-1445.
  • Phipps, M. (2010). Research trends and Şndings from a decade (1997–2007) of research on informal science education and free-choice science learning. Visitor Studies, 13(1), 3–22.
  • Rogers, A. (2002). Teaching adults (3rd ed.). New York: Open University Press.
  • Rogers, A. (2004). Looking again at non-formal and informal education - towards a new paradigm. The Encyclopaedia of Informal Education, Retrieved from www.infed/biblio/ non_formal_ paradigm.htm.
  • Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. NALL working paper 19. Retrieved from http://www.oise.utoronto.ca/depts/sese/csew /nall/res/19formsofinformal.htm.
  • Steward, K. (2004). What learning? What theory? In C. Hobson (Ed.), The Fifth International Congress on Education in Botanic Gardens. Connecting with Plants: Lessons for Life (pp. 118-124). UK: Botanic Gardens Conservation International.
  • Uno, G. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(10), 1753-1759.
  • Wellington, J. (1990). Formal and informal learning in science: The Role of the interactive science centers. Physics Education, 25(5), 247-252.
  • Willison, J., & Green, J. (1994). Environmental education in botanic gardens: Guidelines for developing individual strategies. Richmond, UK: Botanic Gardens Conservation International.
  • Wyles, J. K., Pahl, S., White, M., Morris, S., Cracknell, D., & Thompson, R. C. (2013). Towards a marine mindset: Visiting an aquarium can improve attitudes and intentions regarding marine sustainability, Visitor Studies, 16(1), 95-110.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA73NY97MZ
Bölüm Araştırma Makalesi
Yazarlar

Dilan Bayındır Bu kişi benim

Fatma Nevra Seggıe Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 4

Kaynak Göster

APA Bayındır, D., & Seggıe, F. N. (2015). TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN. Uluslararası Eğitim Bilimleri Dergisi(4), 143-155.
AMA Bayındır D, Seggıe FN. TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN. INES Journal. Haziran 2015;(4):143-155.
Chicago Bayındır, Dilan, ve Fatma Nevra Seggıe. “TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN”. Uluslararası Eğitim Bilimleri Dergisi, sy. 4 (Haziran 2015): 143-55.
EndNote Bayındır D, Seggıe FN (01 Haziran 2015) TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN. Uluslararası Eğitim Bilimleri Dergisi 4 143–155.
IEEE D. Bayındır ve F. N. Seggıe, “TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN”, INES Journal, sy. 4, ss. 143–155, Haziran 2015.
ISNAD Bayındır, Dilan - Seggıe, Fatma Nevra. “TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN”. Uluslararası Eğitim Bilimleri Dergisi 4 (Haziran 2015), 143-155.
JAMA Bayındır D, Seggıe FN. TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN. INES Journal. 2015;:143–155.
MLA Bayındır, Dilan ve Fatma Nevra Seggıe. “TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN”. Uluslararası Eğitim Bilimleri Dergisi, sy. 4, 2015, ss. 143-55.
Vancouver Bayındır D, Seggıe FN. TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN. INES Journal. 2015(4):143-55.