Analysis of the influence of outdoor education activities on seventh grade students

Yıl 2019, Cilt: 6 Sayı: 2, 122 - 143, 01.12.2019

Erol Taş Salih Gülen

https://doi.org/10.17275/per.19.17.6.2

Cited By: 8

Öz

It is thought that the results of teaching some
of the subjects in science through outdoor education will be more positive. The
purpose of this study is to find out the effects of activities done through
outdoor education on students’ academic achievement, students’ thoughts about
the activities and the permanence of information.  Mixed research design was used in the study. Academic
achievement test was prepared to collect quantitative data while a test
consisting of open ended questions in fully structured interview form was
prepared for qualitative data. For the analysis of quantitative data,
statistical analysis techniques such as average, frequency, percentage, standard
deviation and Wilcoxon signed ranks test were used with the help of SPSS
program. In qualitative analysis, the data were coded, common themes were
formed with their categories and content analysis method was used. According to
the results, it was found that outdoor activities increased students’
achievement and did not make a significant relationship with students remember
information. The results of the qualitative analysis showed that the students
liked these activities and the activities were effective in understanding the
subject and learning the concepts. In addition, it was also found that the
activities influenced the friendship between students positively. It was
suggested for outdoor activities to be used in science teaching. 

Anahtar Kelimeler

Outdoor education, Achievement, Permanence, Students’ thoughts, Friendship

Kaynakça

• Allin, L., & Humberstone, B. (2006). Exploring career ship in outdoor education and the lives of women outdoor educators. Sport, Education and Society, 11(2), 135-153. https://doi.org/10.1080/13573320600640678
• Arık, S., & Yılmaz, M. (2017). Attitudes of science teachers towards environmental problems and their metaphorical perceptions for environmental pollution. Kastamonu Education Journal, 25(3), 1147-1164.
• Aytaş, G. (2013). An alternative method in education and training: creative drama. Adıyaman University Journal of Social Sciences, 6(12), 35-54.
• Balgopala, M. M., & Wallaceb, A. M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy. The Journal of Environmental Education, 40(3), 13-26.
• Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., Mess, F. (2017). Effects of regular classes in outdoor education settings: a systematic review on students’ learning, social and health dimensions. International Journal Environmental Research and Public Health, 14(5), 485-498. doi:10.3390/ijerph14050485
• Berberoğlu, E. O., & Uygun, S. (2013). Examining the development of female education class in the world and in Turkey. Mersin University Education Faculty Journal, 9 (2), 32-42.
• Brookes, A. (2003). A critique of Neo-Hahnian outdoor education theory. Part two: “The fundamental attribution error” in contemporary outdoor education discourse. Journal for Adventure Education and Outdoor Learning, 3(2), 119-132.
• Büyüköztürk, Ş. (2009). Manual of data analysis for social sciences. Ankara: Pegem Academy.
• Çengelci, T. (2013). Opinions of social science teachers on non-classroom learning, Educational Sciences in Theory and Practice, 13(3), 1823-1841.
• Çepni, S. (2010). Introduction to research and project work. Trabzon: Celepler typography.
• Çetken, H. Ş. (2018). An investigation of preschooler’s play preferences regarding the design of outdoor play areas. Unpublished Master's Thesis, the Graduate School of Social Sciences of Middle East Technical University, Ankara
• Churchill, D., Kennedy, D., Flint, D., & Cotton, N. (2010). Using handhelds to support students' outdoor educational activities. International Journal of Continuing Engineering Education and Life Long Learning, 20(1), 54-71, DOI: 10.1504/IJCEELL.2010.031648
• Donaldson, G. W., & Donaldson, L. E. (2013). Outdoor education a definition. Journal of Health, Physical Education, Recreation, 29(5), 17-63. https://doi.org/10.1080/00221473.1958.10630353
• Efe, H. A., Oral, B., Efe, R., & Sünkür, M. Ö. (2011). The effect of cooperative teaching method supported by computer simulations of photosynthesis unit on student access and biology lesson. Necatibey Education Faculty Electronic Science and Mathematics Education Journal, 5(1), 313-329.
• Elliot, A.J., & Trash, T.M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
• Farmer, J., Knapp, D., & Benton, G. M. (2007). An elementary school environmental education field trip: Long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education, 38(3), 33-42.
• Frauman, E. (2011). Incorporating the concept of mindfulness in ınformal outdoor education settings. Journal of Experiential Education, 33(3), 225-238. https://doi.org/10.1177/105382590113300303
• Glesne, C. (2013). Introduction to qualitative research (Translated by Ersoy, A., & Yalçınoglu, P.). Ankara: Anı Publishing.
• Guardino, C., Hall, K.W., Largo-Wight, E. Hubbuch, C. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2), 113-126. https://doi.org/10.1007/s42322-019-00033-7
• James, J. K., & Williams, T. (2017). School-based experiential outdoor education: A neglected necessity. Journal of Experiential Education, 40(1), 58-71. https://doi.org/10.1177/1053825916676190
• Kaplan, A., Öztürk, M., & Ertör, E. (2013). The efficiency of computer-aided instruction and creative drama on academic achievement in the teaching of integers to seventh grade students. International Journal of Academic Research, 5(2), 49-56.
• Karakaya, Z. (2011). Social interaction and linguistic development in role plays. Journual of Gazi Education Faculty, 31(2), 419-438.
• Köğce, D., Aydın, M., & Yıldız, C. (2009). Revision of bloom taxonomy: A general overview. Elementry Online, 8(3), 1-7.
• Lai, H. C., Chang, C.Y., Shiane, L. W., Fan, Y. L., & Wu, Y.T. (2013). The implementation of mobile learning in outdoor education: Application of QR codes. British Journal of Educational Technology, 44(2), 57-62, https://doi.org/10.1111/j.1467-8535.2012.01343.x
• Lappin, E. (1984). Outdoor education for behavior disordered students. ERIC Digest. (National Inst. 'of Education), Washington, 2-4 Date: 02.08.2018 https://files.eric.ed.gov/fulltext/ED261811.pdf
• Leblebicioğlu, G. (Ed.) (2012). Elementary 7th grade science and technology teacher manual book. Ankara: Ada publisher
• Lugg, A. (2007). Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in higher Education. Journal of Adventure Education and Outdoor Learning, 7(2), 97-112. https://doi.org/10.1080/14729670701609456
• Merriam, S. B. (2013). Qualitative research: a guide for pattern and application (Translated by S. Turan). Ankara: Nobel Publishing (3rd Printing Translation).
• Ministry of National Education (MoNE) (2018). Curriculum of primary science institutions science courses (3,4,5,6,7 and 8 classes). Ankara: State Books Printing House.
• Miles, B. M., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). London: Sage Publication.
• Mukhopadhyay, B., Datta, J. K., & Banerjee, A. (2014). Promotion of environmental education through facilitated field study approach- a teaching model for development of conservation attitude. Indian J. Applied & Pure Bio, 29(1), 81-86.
• Neill, J. T. (2008). Enhancing life effectiveness: the impacts of outdoor education programs. Doctor of Philosophy, University of Western Sydney, Australia
• Nicolson, M. (2019). Review of The story of White Hall Centre: Outdoor education across the decades by Pete McDonald. Journal of Outdoor and Environmental Education, 22(2), 159-162. https://doi.org/10.1007/s42322-019-0030-4
• Ören Şaşmaz, F., & Erduran Avcı, D. (2004). Educational play teaching science lesson is the effect on the academic achievement of the solar system and the planets. Ondokuz Mayıs University Faculty of Education Journal, 18, 67-76.
• Özkan, Y, Pektaş, A. (2014). A research on the relationship between graduation achievement grades and KPSS scores of senior in education faculty (educational faculty example). Studies in Turkish Science, 30, 269-281.
• Öztürk, G. (2009). Out-of-school education integrated with education at school. National Education Journal, 181, 131-145.
• Priest, S. (1986). Redefining outdoor education: A matter of many relationships. Journal of Environmental Education, 17(3), 13-15. (Published online: 15 Jul 2010)
• Priest, S. (2010). Redefining outdoor education: A matter of many relationships. The Journal of Environmental Education, 17(3), 13-15. https://doi.org/10.1080/00958964.1986.9941413
• Ramadoss, A. & Poya-moli, G. (2011). Biodiversity conservation through environmental education for sustainable development - a case study from puducherry, India. International Electronic Journal of Environmental Education, 1(2), 97–111.
• Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: effects of motivation, ınterest, and academic engagement. The Journal of Educational Research, 95(6), 323-332. https://doi.org/10.1080/00220670209596607
• Smith, E. F., Gidlow, B., & Steel, G. (2012). Engaging adolescent participants in academic research: the use of photo-elicitation interviews to evaluate school-based outdoor education programmes. Qualitative Research, 12(4), 367-387. https://doi.org/10.1177/1468794112443473
• Stana, I., & Humberstonea, B. (2011). An ethnography of the outdoor classroom – how teachers manage risk in the outdoors. Ethnography and Education, 6(2), 213-228.
• Stanišića, J., & Maksića, S. (2014). Environmental education in Serbian primary schools: challenges and changes in curriculum, pedagogy, and teacher training. The Journal of Environmental Education, 45(2), 118-131.
• Tatar, N., & Bağrıyanık, K. E. (2012). Views of science and technology teachers on school-aged teaching. Elementary Online, 11 (4), 883-896.
• Teyfur, E. (2008). Primary education 4-7. evaluation of the academic success of grade students and their impact on the environmental attitudes of environmental club studies. Ege University Faculty of Education, Access date: 02.08.2018. https://www.pegem.net/akademi/kongrebildiri_detay.aspx?id=101393
• Tsai, J.T. (2006). The identification of the components for an outdoor education curriculum in Taiwan. PhD Thesis, Indiana University, USA.
• Uhls, Y. T., Michikyan, M Morris, Ü., Garcia, D., Küçük, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392. https://doi.org/10.1016/j.chb.2014.05.036
• Yaşin, İ. (2012). The expectations from outdoor lesson activities of teacher and students participating outdoor lesson activities in second grade primary education and secondary education (example of the province of yozgat). Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara
• Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publications.
• Zwick, T. T., & Miller, K. W. (1996). A Comparison of integrated outdoor education activities and traditional science learning with American Indian students. Journal of American Indian Education, 35(2), 1-9. https://www.jstor.org/stable/24398312