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AN INVESTIGATION INTO PRIMARY SCHOOL PRE-SERVICE TEACHERS’ PERCEPTIONS AND INTENTIONS RELATED TO OUTDOOR EDUCATION

Yıl 2021, Sayı: 57, 1 - 25, 30.01.2021

Öz











This study
investigated primary school pre-service teachers’ perceptions related to
outdoor education and their intentions to teach outside the classroom. 52
pre-service teachers enrolled in an environmental education course at a public
university in Turkey were the participants of this study. Pre-service teachers
were required to read “the last child in the woods” book through the course. After
reading the book they were asked to write an essay about their childhood
outdoor experiences and their opinions related to outdoor education. Moreover,
interviews were conducted with 11 voluntary pre-service teachers among 52 after
essay writing. Qualitative data were collected through essay writing and
interviews. Data analysis indicated that pre-service teachers described
significant outdoor experiences in their childhood and positive perceptions and
intentions to teach lessons outside. During the interviews, pre-service teachers
also described several barriers to implement outdoor education. These barriers
are related to family concern, the attitude of school management and weather
conditions. It is recommended that pre-service teachers should be given more
opportunities to implement outdoor activities and develop their outdoor experiences
in teacher education programs.

Kaynakça

  • Alat, Z., Akgümüş, Ö., & Cavali, D. (2012). Teachers’ views and practices towards outdoor activities in early childhood education. Mersin Journal of Faculty of Education, 8 (3), 47-62.Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom. Theory and guidelines for practice. Newyork and London: Routledge.Bento, G., & Dias, G. (2017). The importance of outdoor play for young children’s development. Porto Biomedical Journal, 2 (5), 157-160.Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educator’s engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22 (5), 757–777.Blatt, E., & Patrick, P. G. (2014). An exploration of pre-service teachers’ experiences in outdoor places and intentions for teaching in the outdoors. International Journal of Science Education, 36 (13), 2243-2264.Burdette, H. L., & Whitetaker, R.c C. (2013). A national study of neighborhood safety, outdoor play, television viewing, and obesity in preschool children. Retrieved from https://pdfs.semanticscholar.org/b4f3/b85e74f7858443f8b704e62be5fbd9226218.pdfBloom, M.A., Holden, M., Sawey, A.T., & Weinburgh, M.H. (2010). Promoting the use of outdoor learning spaces by K-12, in-service, science teachers through an outdoor professional development experience. In A. Bodzin, B. Klein, & S. Weaver (Eds.), The Inclusion of Environmental Education in Science Teacher Education. (pp. 97-110). New York: SpringerCarr, V. W., & Luken, E. (2014). Play-scape: A Pedagogical Paradigm for Play and Learning. The International Journal of Play 3 (1), 69–83. Chakravarthi, S. (2009). Preschool teachers’ beliefs and practices of the outdoor plan and outdoor environments. (Unpublished dissertation). University of North Carolina, USA.Cheng, J.C.H., & Monroe, M.C (2012). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44 (1), 31-49. Davis, J. (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research 15 (2), 227–41.Dillion, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., & Sanders, D. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87 (320), 107–110.Dyment, J. E., Chick, H. L., & Walker, T. C., & Macqueen, T. P. N. (2018). Pedagogical content knowledge and the teaching of outdoor education, Journal of Adventure Education and Outdoor Learning, 18 (4), 1-20. Elliott, S. (Ed.), (2008). The outdoor play-space naturally for children birth to five years. Castle Hill, New South Wales, Australia: Pademelon PressErnst, J., & Tornabene, L. (2012). Pre-service early childhood educators’ perceptions ofoutdoor settings as learning environments. Environmental Education Research, 18, 643–664. http://doi.org/10.1080/13504622.2011.640749Fjortoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal 29 (2), 111–117. Frankel, J.R., & Wallen, N.E. (2003). How to design and evaluate research in education. New York: McGraw-Hill Higher Education.
  • Gerrish, M.K. (2014). An examination of teachers' lived experiences while working at nature-based preschool programs. (Unpublished doctoral dissertation). Walden University, USA.Higher Education Council.  (2018). Sınıf Öğretmenliği Lisans Programı [Pre-School Teacher Education Program]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdfHiggins, P. & Loynes, C. (1997). On the nature of outdoor education. Retrieved from http://www.docs.hss.ed.ac.uk/education/outdoored/higgins_loynes_nature_of_oe.pdfHill, A. (2012). Developing approaches to outdoor education that promote sustainability education. Journal of Outdoor Environmental Education, 16 (1), 15-27. Holden, M. E., Groulx, J., Bloom, M. A., & Weinburgh, M.H. (2011). Assessing teacher self-efficacy through an outdoor professional development experience. Electronic Journal of Science Education, 12 (2),1-25.Jose, S., Patrick, P .G., & Moseley, C. (2017). Experiential learning theory: the importance of outdoor classrooms in environmental education. International Journal of Science Education, 7 (3), 269-284, DOI: 10.1080/21548455.2016.1272144Little, H., Wyver, S., & Gibson, F. (2011). The influence of play context and adult attitudes on young children’s physical risk-taking during outdoor play. European Early Childhood Education Research Journal,19 (1), 113–131. Louv, R. (2008). Doğadaki son çocuk [The last child in the woods]. Ankara: TÜBİTAK Yayınları.Malone, K., & Tranter, P. (2003). Children’s Environmental Learning and the Use, Design & Management of School grounds. Children Youth and Environments 13 (2), 87–137.Marcum-Dietrich, N., Marquez, L., Gill, S. E., & Medved, C. (2011). No teacher left inside: preparing a new generation of teachers. Journal of Geoscience Education, 59, 1–4.Maynard, T. & Waters, J. (2007). Learning in an outdoor environment: A missed opportunity? Early Years. An International Journal of Research and Development, 27 (3), 255-265.McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about the pre-school outdoor play: A Qualitative study. Journal of Early Childhood Teacher Education, 36 (1), 24-43Merewether, J. (2015). Young children’s perspectives of outdoor learning spaces: What matters? Australian Journal of Early Childhood, 40 (1), 1-10. Merriam, S. B. (2009). Qualitative research. A guide to design and Implementation. San Francisco: Jossey-Bass Publishers.Miller, D. L. (2007). The seeds of learning: Young children develop important skills through their gardening activities at a Midwestern early education program. Applied Environmental Education and Communication, 6 (2), 64–65.Okur-Berberoğlu, E., & Uygun, S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi. Mersin University Journal of Education, 9 (2), 32-42.Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behavior. Global Environmental Change, 47, 88-94.Özür, N. (2010). Sosyal bilgiler dersinde sınıf dışı etkinliklerin öğrenci başarısına etkisi. (Unpublished doctoral dissertation). Gazi University, AnkaraPlevyak, L., & Mayfield, A. (2010). Environmental education within early childhood. In Bodzin, A.B., Klein, B.S., & Weaver, S.(Eds.), The Inclusion of environmental education in science teacher education (pp. 51-64). USA: Springer.Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634–656.Schume, T. J., & Blatt, E. (2019). A socio-cultural investigation of pre-service teachers outdoor experiences and perceived obstacles to outdoor learning. Environmental Education Research. doi: https://doi.org/10.1080/13504622.2019.1610862Simons, D. (1993). Facilitating teachers’ use of natural areas: Perceptions of environmental education opportunities. Journal of Environmental Education, 24 (3) 8–16.Scott, G. W., Boyd, M., Scott, L. & Colquhoun, D. (2015). Barriers to biological fieldwork: What really prevents teaching out of doors? Journal of Biological Education, 49 (2), 165-178.Ürey, M., Göksu, V., Karaçöp, A. (2017). Teachers’ Views about School Garden Program Developed for Free Activities Course. Elementary Education Online, 6 (1), 1-14. Vadala, C. E., Bixler, R. D., & James, J. J. (2007). Childhood play and environmental interests: Panacea or Snake oil? The Journal of Environmental Education, 9 (1), 3–17.Waite, S. (2007). Memories are made of this: Some Reflections on Outdoor Learning and Recall. Education, 35 (4). 333–347.White, R. (2004). Young children's relationship with nature: Its importance to children's development & the earth's future. White Hutchinson Leisure & Learning Group, 1-9.Witten, K., Kearns, R., Carroll, P., Asiasiga, N., & Tava, N. (2013). New Zealand parents' understandings of the intergenerational decline in children's independent outdoor play and active travel. Children’s Geographies, 11 (2), 215-219.

AN INVESTIGATION INTO PRIMARY SCHOOL PRE-SERVICE TEACHERS’ PERCEPTIONS AND INTENTIONS RELATED TO OUTDOOR EDUCATION

Yıl 2021, Sayı: 57, 1 - 25, 30.01.2021

Öz











This study
investigated primary school pre-service teachers’ perceptions related to
outdoor education and their intentions to teach outside the classroom. 52
pre-service teachers enrolled in an environmental education course at a public
university in Turkey were the participants of this study. Pre-service teachers
were required to read “the last child in the woods” book through the course. After
reading the book they were asked to write an essay about their childhood
outdoor experiences and their opinions related to outdoor education. Moreover,
interviews were conducted with 11 voluntary pre-service teachers among 52 after
essay writing. Qualitative data were collected through essay writing and
interviews. Data analysis indicated that pre-service teachers described
significant outdoor experiences in their childhood and positive perceptions and
intentions to teach lessons outside. During the interviews, pre-service teachers
also described several barriers to implement outdoor education. These barriers
are related to family concern, the attitude of school management and weather
conditions. It is recommended that pre-service teachers should be given more
opportunities to implement outdoor activities and develop their outdoor experiences
in teacher education programs.

Kaynakça

  • Alat, Z., Akgümüş, Ö., & Cavali, D. (2012). Teachers’ views and practices towards outdoor activities in early childhood education. Mersin Journal of Faculty of Education, 8 (3), 47-62.Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom. Theory and guidelines for practice. Newyork and London: Routledge.Bento, G., & Dias, G. (2017). The importance of outdoor play for young children’s development. Porto Biomedical Journal, 2 (5), 157-160.Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educator’s engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22 (5), 757–777.Blatt, E., & Patrick, P. G. (2014). An exploration of pre-service teachers’ experiences in outdoor places and intentions for teaching in the outdoors. International Journal of Science Education, 36 (13), 2243-2264.Burdette, H. L., & Whitetaker, R.c C. (2013). A national study of neighborhood safety, outdoor play, television viewing, and obesity in preschool children. Retrieved from https://pdfs.semanticscholar.org/b4f3/b85e74f7858443f8b704e62be5fbd9226218.pdfBloom, M.A., Holden, M., Sawey, A.T., & Weinburgh, M.H. (2010). Promoting the use of outdoor learning spaces by K-12, in-service, science teachers through an outdoor professional development experience. In A. Bodzin, B. Klein, & S. Weaver (Eds.), The Inclusion of Environmental Education in Science Teacher Education. (pp. 97-110). New York: SpringerCarr, V. W., & Luken, E. (2014). Play-scape: A Pedagogical Paradigm for Play and Learning. The International Journal of Play 3 (1), 69–83. Chakravarthi, S. (2009). Preschool teachers’ beliefs and practices of the outdoor plan and outdoor environments. (Unpublished dissertation). University of North Carolina, USA.Cheng, J.C.H., & Monroe, M.C (2012). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44 (1), 31-49. Davis, J. (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research 15 (2), 227–41.Dillion, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., & Sanders, D. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87 (320), 107–110.Dyment, J. E., Chick, H. L., & Walker, T. C., & Macqueen, T. P. N. (2018). Pedagogical content knowledge and the teaching of outdoor education, Journal of Adventure Education and Outdoor Learning, 18 (4), 1-20. Elliott, S. (Ed.), (2008). The outdoor play-space naturally for children birth to five years. Castle Hill, New South Wales, Australia: Pademelon PressErnst, J., & Tornabene, L. (2012). Pre-service early childhood educators’ perceptions ofoutdoor settings as learning environments. Environmental Education Research, 18, 643–664. http://doi.org/10.1080/13504622.2011.640749Fjortoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal 29 (2), 111–117. Frankel, J.R., & Wallen, N.E. (2003). How to design and evaluate research in education. New York: McGraw-Hill Higher Education.
  • Gerrish, M.K. (2014). An examination of teachers' lived experiences while working at nature-based preschool programs. (Unpublished doctoral dissertation). Walden University, USA.Higher Education Council.  (2018). Sınıf Öğretmenliği Lisans Programı [Pre-School Teacher Education Program]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdfHiggins, P. & Loynes, C. (1997). On the nature of outdoor education. Retrieved from http://www.docs.hss.ed.ac.uk/education/outdoored/higgins_loynes_nature_of_oe.pdfHill, A. (2012). Developing approaches to outdoor education that promote sustainability education. Journal of Outdoor Environmental Education, 16 (1), 15-27. Holden, M. E., Groulx, J., Bloom, M. A., & Weinburgh, M.H. (2011). Assessing teacher self-efficacy through an outdoor professional development experience. Electronic Journal of Science Education, 12 (2),1-25.Jose, S., Patrick, P .G., & Moseley, C. (2017). Experiential learning theory: the importance of outdoor classrooms in environmental education. International Journal of Science Education, 7 (3), 269-284, DOI: 10.1080/21548455.2016.1272144Little, H., Wyver, S., & Gibson, F. (2011). The influence of play context and adult attitudes on young children’s physical risk-taking during outdoor play. European Early Childhood Education Research Journal,19 (1), 113–131. Louv, R. (2008). Doğadaki son çocuk [The last child in the woods]. Ankara: TÜBİTAK Yayınları.Malone, K., & Tranter, P. (2003). Children’s Environmental Learning and the Use, Design & Management of School grounds. Children Youth and Environments 13 (2), 87–137.Marcum-Dietrich, N., Marquez, L., Gill, S. E., & Medved, C. (2011). No teacher left inside: preparing a new generation of teachers. Journal of Geoscience Education, 59, 1–4.Maynard, T. & Waters, J. (2007). Learning in an outdoor environment: A missed opportunity? Early Years. An International Journal of Research and Development, 27 (3), 255-265.McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about the pre-school outdoor play: A Qualitative study. Journal of Early Childhood Teacher Education, 36 (1), 24-43Merewether, J. (2015). Young children’s perspectives of outdoor learning spaces: What matters? Australian Journal of Early Childhood, 40 (1), 1-10. Merriam, S. B. (2009). Qualitative research. A guide to design and Implementation. San Francisco: Jossey-Bass Publishers.Miller, D. L. (2007). The seeds of learning: Young children develop important skills through their gardening activities at a Midwestern early education program. Applied Environmental Education and Communication, 6 (2), 64–65.Okur-Berberoğlu, E., & Uygun, S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi. Mersin University Journal of Education, 9 (2), 32-42.Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behavior. Global Environmental Change, 47, 88-94.Özür, N. (2010). Sosyal bilgiler dersinde sınıf dışı etkinliklerin öğrenci başarısına etkisi. (Unpublished doctoral dissertation). Gazi University, AnkaraPlevyak, L., & Mayfield, A. (2010). Environmental education within early childhood. In Bodzin, A.B., Klein, B.S., & Weaver, S.(Eds.), The Inclusion of environmental education in science teacher education (pp. 51-64). USA: Springer.Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634–656.Schume, T. J., & Blatt, E. (2019). A socio-cultural investigation of pre-service teachers outdoor experiences and perceived obstacles to outdoor learning. Environmental Education Research. doi: https://doi.org/10.1080/13504622.2019.1610862Simons, D. (1993). Facilitating teachers’ use of natural areas: Perceptions of environmental education opportunities. Journal of Environmental Education, 24 (3) 8–16.Scott, G. W., Boyd, M., Scott, L. & Colquhoun, D. (2015). Barriers to biological fieldwork: What really prevents teaching out of doors? Journal of Biological Education, 49 (2), 165-178.Ürey, M., Göksu, V., Karaçöp, A. (2017). Teachers’ Views about School Garden Program Developed for Free Activities Course. Elementary Education Online, 6 (1), 1-14. Vadala, C. E., Bixler, R. D., & James, J. J. (2007). Childhood play and environmental interests: Panacea or Snake oil? The Journal of Environmental Education, 9 (1), 3–17.Waite, S. (2007). Memories are made of this: Some Reflections on Outdoor Learning and Recall. Education, 35 (4). 333–347.White, R. (2004). Young children's relationship with nature: Its importance to children's development & the earth's future. White Hutchinson Leisure & Learning Group, 1-9.Witten, K., Kearns, R., Carroll, P., Asiasiga, N., & Tava, N. (2013). New Zealand parents' understandings of the intergenerational decline in children's independent outdoor play and active travel. Children’s Geographies, 11 (2), 215-219.
Toplam 2 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Güliz Karaarslan Semiz 0000-0003-2717-9998

Yayımlanma Tarihi 30 Ocak 2021
Gönderilme Tarihi 15 Mayıs 2019
Yayımlandığı Sayı Yıl 2021 Sayı: 57

Kaynak Göster

APA Karaarslan Semiz, G. (2021). AN INVESTIGATION INTO PRIMARY SCHOOL PRE-SERVICE TEACHERS’ PERCEPTIONS AND INTENTIONS RELATED TO OUTDOOR EDUCATION. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(57), 1-25.