Metaphors Related to Out of School Learning

Yıl 2022, Cilt: 12 Sayı: 3, 629 - 645, 15.12.2022

Esra Betül Kölemen , Ayşe Güler Küçükturan

https://doi.org/10.19126/suje.1153199

Öz

The aim of this study is to determine pre-service teachers’ perceptions about the concept of “Out of School Learning” through metaphors. The study is carried out with phenomenology method of Qualitative Research Design. Data were obtained from 131 pre-service teachers studying the 3rd year of the Department of Preschool Teacher of the University of Sakarya, in 2019-2020 fall semester of the academic year. Participants were asked to complete these sentences, “Out of School Learning is like……… Because………” Obtained metaphors were analyzed with content analysis with packaged program NVIVO 12. This analyzed was done in 5 stages; 1) coding and debugging, 2) collecting metaphor image samples, 3) developing category and theme, 4) calculating validity and reliability, 5) comments. It is observed that Pre-service teachers generate well-formed and mostly positive metaphors. Metaphors generated by the participant pre-service teachers gathered under 6 conceptual category as; “experiencing”, “authentic learning”, “completing”, “freedom”, “amusement”. As a result of the study it is observed that, pre-service teachers perceived the concept of “out of school Learning” as positive, heuristic, accruing by practicing, amusing and life itself.

Anahtar Kelimeler

Out of school leraning, metaphor, preschool learning, preservice teacher, outdoor

Kaynakça

• Apple, M. W. (2012). Can education change society? New York: Routledge.
• Atmaca, S. (2012). Derslik dışı fen etkinlikleri ve bu etkinliklere dayalı öğretimin öğretmen adayları üzerindeki etkileri. Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Atmaca, S. ve Gökmen, A. (2013). Derslik dışı öğretme-öğrenme yaklaşımları. G. Ekici ve M. Güven (Eds.). Öğrenme-öğretme yaklaşımları ve uygulama örnekleri içinde (s. 297-316). Ankara. Pegem Akademi.
• Ay, Y., Anagün, Ş.S., Demir, Z.M. (2015). “Sınıf Öğretmeni Adaylarının Fen Öğretiminde Okul Dışı Öğrenme Hakkındaki Görüşleri / Pre-Service Primary Teachers' Opinions About Out of-School Learning”, Turkısh Studıes -International Periodical for the Languages, Literature and History of Turkish or Turkic-, ISSN: 1308-2140, (Prof. Dr. H. Ömer Karpuz Armağanı), Volume 10/15 Fall 2015, Ankara/Turkey.
• Aydın, İ. S., & Pehlivan, A. (2010). Türkçe öğretmeni adaylarının “öğretmen” ve “öğrenci” kavramlarına ilişkin kullandıkları metaforlar. Turkish Studies, 5(3), 818-842.
• Behrendt M., Franklin T. (2014). A review of research on school field trips and their value in education. Int. J. Environ. Sci. Educ. 9, 235–245.
• Bektaş, M., Okur, A., & Karadağ, B. (2014). İlkokul ve ortaokul son sınıf öğrencilerinde metaforik algı olarak kitap. Türk Kütüphaneciliği, 28(2), 154-168.
• Bozdoğan, A. E., Okur, A. ve Kasap, G. (2015). Planlı bir alan gezisi için örnek uygulama: bir fabrikası gezisi. Karadeniz Sosyal Bilimler Dergisi, 7(14), 1-12.
• Chan, H. W. (2016). Popular culture, english out-of-class activities, and learner autonomy among highly proficient secondary students in Hong Kong. Universal Journal of Educational Research, 4(8), 1918-1923.
• Creswell, J. W. (2012). Educational research. Boston: Pearson Education.
• DeWitt, J. & Osborne, J. (2010). Recollections of exhibits: Stimulated-recall interviews with primary school children about science center visits. International Journal of Science Education, 32(10), 1365-1388.
• Ertaş, H., İlhan Şen., A. & Parmaksızoğlu, A. (2011). Okul Dışı Bilimsel Etkinliklerin 9. Sınıf Öğrencilerinin Enerji Konusunu Günlük Hayatla İlişkilendirme Düzeyine Etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(2).
• Global Partnership of Education, (2020).
• Güler, A. (2011). Planlı bir müze gezisinin ilköğretim öğrencilerinin tutumuna etkisi. İlköğretim Online, 10(1), 169-179.
• Hofstein, A., and Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education 28: 87–112.
• Kalra, M. B. and Baveja, B. (2012). Teacher thinking about knowledge, learning and learners: A metaphor analysis. Procedia–Social and Behavioral Sciences, 55, 317–326.
• Kostelnik, M. J., Soderman, A. K. 2014. Developmentally appropriate curriculum: Best practices in early childhood education (6th ed.). Pearson. Krippendorf, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Thousand Oaks, CA: Sage.
• Lakoff, G. ve Johnson, M. (2015). Metaforlar hayat anlam ve dil (G.Y. Demir, Çev.). İstanbul: İtihaki (Orijinal çalışma basım tarihi 2003).
• Leavy, A. M., McSorley F. A. & Bote, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23 (2007), 1217-1233.
• Martinez, M. A., Saudela, N. & Huber, G. L. (2001). Metaphors as Blueprints of Thinking AboutTeaching and Learning. Teaching and Teacher Education, 17, 965-977. Metz, D. (2005). Field Based Learning in Science: Animating a Museum Experience. Teaching Education, 16(2).
• Millî Eğitim Bakanlığı (2013). “Okul Öncesi Eğitim Programı”. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf Son erişim tarihi: 20 Nisan 2022.
• Norqvist, L., & Leffler, E. (2017). Learning in non-formal education: Is it ‘‘youthful’’ for youth in action?. International Review of Education, 63, 235–256.
• Nundy, S., Dillon, J. ve Dowd, P. (2009). Improving and encouraging teacher confidence in out-of-classroom learning: The impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners. Education, 37 (1), 61-73.
• OECD (2021). Social and emotional skills: Well-being, connectedness and success. https://www.oecd.org/education/school/UPDATED%20Social%20and%20Emotional%20Skills%20-%20Well-being,%20connectedness%20and%20success.pdf%20(website).pdf adresinden erişildi.
• Okur-Berberoğlu, E., Sezer, B., Güder, Y. ve Yalçın-Özdilek, Ş. (2013). Sınıfdışı hidrobiyoloji etkinliğinin öğrencilerin duyuşsal bakış açıları üzerine etkisi, örnek olay incelemesi: Çanakkale, bilim kampı. Kastamonu Eğitim Dergisi, 21(3), 1177-1198.
• Olsen J. K. Cox-Peterson, A. M. & McComas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12 (3), 155–173.
• Özer, M., & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Communications, 6, 34.
• Reiss, M. ve Braund, M. (2004). Managing learning outside the classroom. In M. Braund ve M. Reiss (Eds.), Learning science outside the classroom, (pp.225-234). New York: Routledge Falmer.
• Rennie, L. J. & Mc Clafferty, T. P. (1995). Using visits to interactive science and techonology centers, museums, aquaria and zoos to promote learning in science. Erişim Tarihi: 23 Aralık 2019: http://files.eric.ed.gov/fulltext/ED391673.pdf
• Saban, A. (2004). Prospective Classroom Teachers’ Metaphorical Images of Selves and Comparing Them to Those They Have of Their Elementary and Cooperating Teachers. International Journal of Educational Development, 24, 617-635. Saban, A. (2010). Prospective teachers’ metaphorical conceptualizations of learner. Teaching and Teacher Education, 26, 290–305.
• Saban, A. (2013). Prospective primary teachers’ metaphorical images of learning. Journal of Teaching and Education, 2(1), 195–202.
• Saban, A., Koçbeker, B. N. and Saban, A. (2007). Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17, 123–139.
• Salmi, H. (1993). Science center education: Motivation and learning in informal education. Unpublished Doctoral Dissertation, University of Heksinki, Department of Teacher Education, Helsinki.
• Sontay, G., Tutar M. ve Karamustafaoğlu, O. (2016). Okul dışı öğrenme ortamları ile fen öğretimi hakkında öğrenci görüşleri: Planetaryum gezisi. İnformal Ortamlarda Araştırmalar Dergisi, 1(1), 1-24.
• Stavrova, O. & Urhahne, D. (2010). Modification of a school programme in the deutsches museum to enhance students’ attitudes and understanding. International Journal of Science Education, 32(17), 2291-2310.
• Sturm, H. ve Bogner, F. X. (2010). Learning at Workstations in Two Different Environments: A Museum and A Classroom. Studies in Educational Evaluation 36, 14-19.
• Şen, A. İ. (2019). Okul dışı öğrenme nedir? A.İ. Şen (Ed.), Okul dışı öğrenme ortamları içinde (s. 1-20). Ankara: Pegem Akademi.
• Şenel, T. & Aslan, O. (2014). Okul Öncesi Öğretmen Adaylarının Bilim ve Bilim İnsanı Kavramlarına İlişkin Metaforik Algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10 (2), Retrieved from https://dergipark.org.tr/tr/pub/mersinefd/issue/17394/181827
• Tatar, N. ve Bağrıyanık, K. E. (2012). Fen ve teknoloji dersi öğretmenlerinin okul dışı eğitime yönelik görüşleri. İlköğretim Online, 11(4), 883-896.
• Taylor, E. W., & Caldarelli, M. (2004). Teaching beliefs of non-formal environmental educators: A perspective from state and local parks in the United States. Environmental Education Research, 10(4), 451-469.
• Türkmen, H., Topkaç, D. D. ve Yamık, G. A. (2016). İnformal öğrenme ortamlarına yapılan gezilerin canlıların sınıflandırılması ve yaşadığımız çevre konusunun öğrenilmesine etkisi: tabiat tarihi müzesi ve botanik bahçesi örneği. Ege Eğitim Dergisi, 17(1), 174- 197.
• Ünal, F., Kalçık, C. & Satuk, M. (2016). Halk Eğitim Kurslarının, Kadın Katılımcıların Yaşam Boyu Öğrenme Becerilerine Katkısının Değerlendirilmesi. Turkısch Studies. International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(9), p. 905- 930. ISSN: 1308-2140, www.turkishstudies.net, DOI Number: http://dx.doi.org/10.7827/TurkishStudies.8020, Ankara.
• Yıldırım, A., & Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.This section contains the references used in the research.