60-72 Aylık Çocukların Doğa Temelli Öğrenme Deneyimleri: Çevre Bilinci, Zihinsel Model ve Yansıtıcı İfadelerin İncelenmesi

Öz

Bu çalışmanın amacı, okul öncesi dönemde yürütülen doğa temelli öğrenme etkinliklerinin 60-72 aylık çocukların çevre bilinci ve zihinsel modelleri üzerindeki etkilerinin incelenmesidir. Ayrıca, çocukların çevre kavramına yönelik yansıtıcı ifadelerinin belirlenmesi hedeflenmiştir. Bu bağlamda, karma metot araştırma desenlerinden yakınsak paralel desen kapsamında dizayn edilen araştırma süreci, 16 çocuk ile 8 hafta süren çevre eğitim etkinlikleri kapsamında yürütülmüştür. Bu çalışmanın nicel verileri “Çocuklar İçin Çevre Bilinci Testi” ve “Bir Çevre Çiz Test Rubriği” adlı ölçme araçları aracılığıyla elde edilmiştir. Araştırmanın nitel veri toplama sürecinde ise doküman kullanılmıştır. Nicel analiz sonuçları doğrultusunda, doğa temelli öğrenme yaklaşımına dayalı uygulama sürecinin çevre bilinci üzerinde etkili olduğu tespit edilmiştir. Bununla birlikte, çocukların zihinsel model gelişimi üzerinde istatistiksel olarak anlamlı bir değişim olmadığı tespit edilmiştir. Nitel analiz sonuçları doğrultusunda, çocuk resimlerinden elde edilen çevre kavramına yönelik yansıtıcı ifadelerin biyotik öge, abiyotik öge ve yapay unsur içerikleri kapsamında sıralandığı tespit edilmiştir. Ayrıca, uygulama sürecinin sonunda çocukların yansıtıcı ifadelerinin çeşitlilik kazandığı tespit edilmiştir. Araştırmanın sınırlılıkları doğrultusunda öneriler sunulmuştur.

Anahtar Kelimeler

• okul öncesi
• doğa temelli öğrenme
• çevre bilinci
• zihinsel model

Nature-Based Learning Experiences of 60–72-Month-Old Children: Examination of Environmental Awareness, Mental Models, and Reflective Expressions

Öz

The aim of this study is to examine the effects of nature-based learning activities conducted during the pre-school period on 60-72-month-old children's environmental awareness and mental models. Additionally, it aims to identify children's reflective expressions regarding the concept of the environment. In this context, the research process, designed within the framework of convergent parallel mixed methods research design, was carried out with 16 children over an 8-week environmental education program. The quantitative data for this study were obtained using measurement tools called the Environmental Consciousness Test for Children and the Draw An Environment Test-Rubric. For qualitative data collection, documents were used. Based on the quantitative analysis, it was determined that the nature-based learning approach influenced environmental awareness. However, no statistically significant change was found in the development of children's mental models. According to the qualitative analysis results, the reflective expressions related to the concept of environment in children's drawings were categorized into biotic elements, abiotic elements, and artificial components. Additionally, it was observed that the variety of children's reflective expressions increased at the end of the implementation process. Recommendations were made based on the study's limitations.

Anahtar Kelimeler

• okul öncesi
• doğa temelli öğrenme
• çevre bilinci
• zihinsel model

Kaynakça

1. Ahi, B. (2015). Okul öncesi eğitim programına kaynaştırılan çevre eğitimi programının çocukların çevre kavramı hakkındaki zihinsel model gelişimine etkisi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
2. Ahi, B. (2016). A Study to Determine the Mental Models in Preschool Children's Conceptualization of a Desert Environment. International Electronic Journal of Elementary Education, 8(3), 333-350.
3. Ahi, B. (2017). The effect of talking drawings on five-year-old Turkish children's mental models of the water cycle. International Journal of Environmental and Science Education, 12(3), 349-367. https://doi.org/10.12973/ijese.2017.01232a
4. Akbayrak, N., & Kuru, T. N. (2017). Oyun temelli çevre etkinliklerinin okul öncesi çocukların çevresel farkındalıklarına etkisinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 1(2), 239-258. https://doi.org/10.24130/eccd-jecs.196720171240
5. Archibald, M. M. (2016). Investigator triangulation: A collaborative strategy with potential for mixed methods research. Journal of Mixed Methods Research, 10(3), 228-250. https://doi.org/10.1177/155868981557009
6. Ashmann, S. (2018). Developing a nature-based four-year-old kindergarten program: OAK learning center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA). International Journal of Early Childhood Environmental Education, 6(1), 35-43.
7. Ballantyne, R. R., & Uzzell, D. L. (1994). A checklist for the critical evaluation of informal environmental learning experiences. Environmental Education and Information, 13, 1-12.
8. Barrable, A., & Booth, D. (2020). Increasing nature connection in children: A mini review of interventions. Frontiers in Psychology, 11, 492. https://doi.org/10.3389/fpsyg.2020.00492

9. Buldur, A. (2023). Orman okuluna devam eden çocukların çevreye yönelik tutum ve farkındalıkları. Eğitim Bilim ve Araştırma Dergisi, 4(2), 293-310. https://doi.org/10.54637/ebad.1273141
10. Cañón-Vargas, A. M., Melo-Mora, S. P., & Sosa, E. (2025). School gardens as a research setting for early childhood children to strengthen their environmental awareness and scientific skills. Discover Education, 4(1), 320.
11. Chan, C. K. Y. (2012). Exploring an experiential learning project through Kolb’s Learning Theory using a qualitative research method. European Journal of Engineering Education, 37(4), 405-415. http://dx.doi.org/10.1080/03043797.2012.706596
12. Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452. https://doi.org/10.1177/0885412215595441
13. Coates, J. K., & Pimlott-Wilson, H. (2019). Learning while playing: Children’s forest school experiences in the UK. British Educational Research Journal, 45(1), 21-40. https://doi.org/10.1002/berj.3491
14. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
15. Collado, S., Rosa, C. D., & Corraliza, J. A. (2020). The effect of a nature-based environmental education program on children’s environmental attitudes and behaviors: A randomized experiment with primary schools. Sustainability, 12(17), 6817. https://doi.org/10.3390/su12176817
16. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington DC: National Association for the Education of Young Children.
17. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
18. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education.
19. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
20. Çabuk, B. (2019). Çevre eğitimi. D. Kahriman Pamuk (Ed.), Erken çocukluk döneminde çevre eğitimi ve sürdürülebilirlik içinde, (ss. 1-49). Anı Yayıncılık.
21. Çabuk, M., & Çabuk, F. U. (2017). “Yeşil kimya ile çevreyi koruyorum” isimli projenin okul öncesi dönem çocuklarının çevreye yönelik bilgi düzeyi üzerindeki etkisinin incelenmesi. Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 1(1), 64-74.
22. Çetin, H. (2025). Doğa eğitimi alma durumlarına göre okul öncesi dönem çocuklarının doğaya ilişkin algılarının incelenmesi [Yayınlanmamış yüksek lisans tezi]. İstanbul Kültür Üniversitesi Lisansüstü Eğitim Enstitüsü.
23. Çomak, N., Kaya, İ. ve Seven, S. (2025). Investigation of the effect of sustainable environmental education program on preschool children's attitudes [Sürdürülebilir Çevre Eğitimi Programı’nın okul öncesi çocukların tutumlarına etkisinin incelenmesi]. Electronic Journal of Education Sciences, [Elektronik Eğitim Bilimleri Dergisi], 14(27), 1-25. https://doi.org/10.55605/ejedus.1482519
24. Davis, J. (1998). Young children, environmental education and the future. In Education and the Environment (pp. 141-155). https://eprints.qut.edu.au/1309/
25. Dennis Jr, S. F., Wells, A., & Bishop, C. (2014). A post-occupancy study of nature-based outdoor classrooms in early childhood education. Children, Youth and Environments, 24(2), 35-52. https://doi.org/10.1353/cye.2014.0025
26. Demir E. & Yalçın H. (2014). Türkiye’de çevre eğitimi. Türk Bilimsel Derlemeler Dergisi 7(2), 7-18.
27. Dopko, R. L., Capaldi, C. A., & Zelenski, J. M. (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138. https://doi.org/10.1016/j.jenvp.2019.05.002
28. Dunkley, R. A. (2016). Learning at eco-attractions: Exploring the bifurcation of nature and culture through experiential environmental education. The Journal of Environmental Education, 47(3), 213-221. http://dx.doi.org/10.1080/00958964.2016.1164113
29. Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education, 14(1), 28–45. https://doi.org/10.1080/09500790508668328
30. Erdem, E. A. (2019). Etkinlik temelli öğretim yaklaşımıyla okul öncesi öğrencilerinde çevresel farkındalık geliştirme-eylem araştırması [Yayınlanmamış Yüksek Lisans Tezi]. Kocaeli Üniversitesi.
31. Erdfelder, E., Faul, F., & Buchner, A. (1996). GPOWER: A general power analysis program. Behavior Research Methods, Instruments, & Computers, 28(1), 1-11. https://doi.org/10.3758/BF03203630
32. Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır? Çevre ve İnsan Dergisi, 65(66). Fisman, L. (2005). The effects of local learning on environmental awareness in children: An empirical investigation. The Journal of Environmental Education, 36(3), 39-50. https://doi.org/10.3200/JOEE.36.3.39-50
33. Fjortoft, 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), 111-118.
34. Genç, H. (2015). Okul öncesi dönem çocuklarının çoklu zekâ alanları ile çevreye karşı tutumlarının incelenmesi [Yayınlanmamış yüksek lisans tezi]. Necmettin Erbakan Üniversitesi.
35. Gezgin, D. (2019). Fen etkinliklerinin okul öncesi dönem çocuklarında çevre bilinci kazandırılmasına etkisi [Yayımlanmamış yüksek lisans tezi]. Aksaray Üniversitesi.
36. Gill, T. (2014). The benefits of children’s engagement with nature: A systematic literature review. Children Youth and Environments, 24(2), 10-34. https://doi.org/10.7721/chilyoutenvi.24.2.0010
37. Greca, I. M., & Moreira, M. A. (2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11. https://doi.org/10.1080/095006900289976
38. Iliopoulou, I. (2018). How young children think they can act for the environment: The case of forest and waste. Education 3-13, 46(3), 249-263. https://doi.org/10.1080/03004279.2016.1236829
39. Iozzi, L. A. (1989). What research says to the educator: Part one: Environmental education and the affective domain. The Journal of Environmental Education, 20(3), 3-9. https://doi.org/10.1080/00958964.1989.9942782
40. Jones, N. A., Ross, H., Lynam, T., Perez, P., & Leitch, A. (2011). Mental models: An interdisciplinary synthesis of theory and methods. Ecology and Society, 16(1).
41. Kanat, M. H., Dağlı, Ü. Y., & Dalfidan, S. (2023). Erken çocukluk döneminde doğa farkındalığı. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 19(2023), 22-38. https://doi.org/10.20860/ijoses.1351524
42. Karacabey, M. F., Özkul, R., & Doğan Bayuk, M. (2025). The impact of sustainable environmental activities on raising environmental awareness in preschool children. International Journal of Research in Education and Science (IJRES), 11(1), 33-48. https://doi.org/10.46328/ijres.3547
43. Kartal, E. E., & Ada, E. (2020). Okul Öncesi Dönem Çocuklarinin Gözünden Geri Dönüşüm. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 778-801. https://doi.org/10.19171/uefad.635508
44. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development
45. Krishnan, V. (2010, Mayıs). Early child development: A conceptual model. In Early Childhood Council Annual Conference (pp. 1-17). Edmonton, AB, Canada: University of Alberta.
46. Kurdziel, J. P., Beilfuss, M., & Libarkin, J. C. (2003). Research methodologies in science education: Mental models and cognition in education. Journal of Geoscience Education, 51(1), 121-126. https://doi.org/10.1080/10899995.2003.12028056
47. Kükürt, İ. E. (2021). Okul öncesi dönemde etkili çevre eğitimi için görsel sanat etkinliklerinin kullanımı [Yayınlanmış yüksek lisans tezi]. Kastamonu Üniversitesi.
48. Lamanauskas, V., & Malinauskiene, D. (2025). Environmental Pre-School Education: Methodological Positions of Pre-Service Pre-School Teachers. European Journal of Science and Mathematics Education, 13(4), 449-465. https://doi.org/10.30935/scimath/17513
49. Li, D., Larsen, L., Yang, Y., Wang, L., Zhai, Y., & Sullivan, W. C. (2019). Exposure to nature for children with autism spectrum disorder: Benefits, caveats, and barriers. Health & Place, 55, 71-79. https://doi.org/10.1016/j.healthplace.2018.11.005
50. Lubomira, D. (2004). Environmental education at pre-school. International Research in Geographical & Environmental Education, 13(3), 258-263. https://doi.org/10.1080/10382040408668520
51. Maslamany, K. (2020). Year five pupils’ mental model of environment (31781655). [Master's thesis, University of Malaya). ProQuest.
52. Meier, D. R., & Sisk-Hilton, S. (Eds.). (2013). Nature education with young children: Integrating inquiry and practice. Routledge.
53. McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., & Roberts, J. R. (2010). Using nature and outdoor activity to improve children’s health. Current Problems in Pediatric and Adolescent Health Care, 40(5), 102-117. https://doi.org/10.1016/j.cppeds.2010.02.003
54. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
55. Mliless, M., Larouz, M., Azzouzi, L. (2024). Environmental Awareness as Part of Early Childhood Education for Sustainability. In: Mliless, M., Larouz, M., Forte, D.L., Halawachy, H.F., Handoko, H., Vande-Guma, C.D. (eds). Environmental Awareness in Preschool Children’s Drawings. International Explorations in Outdoor and Environmental Education, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-031-59910-1_1
56. Moseley, C., Desjean‐Perrotta, B., & Utley, J. (2010). The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment. Environmental Education Research, 16(2), 189–208. https://doi.org/10.1080/13504620903548674
57. O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265. https://doi.org/10.1016/j.ufug.2007.03.006
58. Onur, A., Çağlar, A & Salman, M. (2016). 5 yaş okul öncesi çocuklarda atık kâğıtların değerlendirilmesi ve çevre bilincinin kazandırılması. Kastamonu Eğitim Dergisi, 24(5), 2457-2468.
59. Özsarı, E., & Aytar, A. G. (2020). Kentsel ve kırsal kesimde yaşayan çocukların “hayalimdeki şehir” resimlerinin incelenmesi. Mehmet Akif Ersoy University Journal of Education Faculty, 51, 90-117. https://doi.org/10.21764/maeuefd.532971
60. Öztap, R., & Bartan, M. (2019). Okul öncesi eğitimde artık materyaller ile yapılan sanat etkinliklerinin çocukların geri dönüşüm farkındalık düzeylerine etkisinin incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 5(3), 64-87. https://doi.org/10.29065/usakead.646454
61. Pancheri-Ambrose, B., & Tritschler-Scali, J. (2013). Beyond green: Developing social and environmental awareness in early childhood. YC Young Children, 68(4), 54-61.
62. Perea, H. R., Piedrahita, A. R., & Alzate, Ó. E. T. (2025). Models of environmental awareness: exploring their nature and role in environmental education–a systematic review. Heliyon, 11(13). https://doi.org/10.1016/j.heliyon.2025.e43679
63. Pope, D. J., Egan, D. S. M., & Hilliard, E. (2021). The great outdoors: A bioecological systems approach to outdoor play. In Perspectives on Childhood, (Eds. Aisling Leavy and Margaret Nohilly) (pp. 243-260).
64. Powers, A. L. (2004). An evaluation of four place-based education programs. The Journal of Environmental Education, 35(4), 17-32. https://doi.org/10.3200/JOEE.35.4.17-32
65. Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243-258. https://doi.org/10.1111/jftr.12022
66. Rymanowicz, K., Hetherington, C., & Larm, B. (2020). Planting the seeds for nature-based learning: Impacts of a farm-and nature-based early childhood education program. International Journal of Early Childhood Environmental Education, 8(1), 44-63.
67. Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students' mental models of the environment. Journal of Research in Science Teaching, 44(2), 327-348. https://doi.org/10.1002/tea.20161
68. Sobel, D. (2004). Place-based education: Connecting classroom and community. Nature and Listening, 4(1), 1-7.
69. Sonkaya, F. & Bayraktar, Ş. (2022). Eğlenceli fen etkinlikleri aracılığıyla okul öncesi dönem çocuklarının bazi fen kavramlarıyla ilgili zihinsel modellerinin incelenmesi. e-Uluslararası Eğitim Araştırmaları Dergisi, 13(5), 221-237. https://doi.org/10.19160/e-ijer.1150398
70. Tarr, K. (2008). Enhancing environmental awareness through the arts. Australasian Journal of Early Childhood, 33(3), 19-26. https://doi.org/10.1177/183693910803300304
71. Taşkın, Ö., & Şahin, B. (2008). " Çevre" kavramı ve altı yaş okul öncesi çocuklar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-12.
72. Varela-Candamio, L., Novo-Corti, I., & García-Álvarez, M. T. (2018). The importance of environmental education in the determinants of green behavior: A meta-analysis approach. Journal of Cleaner Production, 170, 1565-1578. https://doi.org/10.1016/j.jclepro.2017.09.214
73. Widat, F., Wulandari, I., Wijayanti, R. F., & Magfirotin, M. (2025). Implementing Waste Sorting as a Sustainable Environmental Awareness Practice for Early Childhood Education. Communautaire: Journal of Community Service, 4(2), 167-179. https://doi.org/10.61987/communautaire.v4i2.1164
74. Williams, A., & Wainwright, N. (2016). A new pedagogical model for adventure in the curriculum: part two–outlining the model. Physical Education and Sport Pedagogy, 21(6), 589-602. https://doi.org/10.1080/17408989.2015.1048212
75. Wilson, R. A. (1996). Environmental education programs for preschool children. The Journal of Environmental Education, 27(4), 28–33. https://doi.org/10.1080/00958964.1996.9941473
76. Witt, S. D., & Kimple, K. P. (2008). ‘How does your garden grow?’Teaching preschool children about the environment. Early Child Development and Care, 178(1), 41-48. https://doi.org/10.1080/03004430600601156
77. Wojciehowski, M., & Ernst, J. (2018). Creative by nature: Investigating the impact of nature preschools on young children’s creative thinking. International Journal of Early Childhood Environmental Education, 6(1), 3-20.
78. Yağlıkara, S. (2006). Okul öncesi dönem çocuklarına çevre bilinci kazandırmada fen ve doğa etkinliklerinin etkileri konusunda öğretmen görüşleri [Yayınlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
79. Ye, Y. H., & Shih, Y. H. (2020). Environmental education for children in Taiwan: Importance, purpose and teaching methods. Universal Journal of Educational Research, 8(4), 1572-1578. https://doi.org/10.13189/ujer.2020.080451
80. Yoleri, S. (2012). Çocuk ve çevre: Okul öncesi çocuklar arasinda çevre bilinci oluşturma. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 34(2012), 100-111.
81. Yusup, F., Istiqamah, I., & Khairunnisa, K. (2021). Learning methods on environmental education to improve pre-service teachers’ environmental literacy. Journal of Biology Education Research (JBER), 2(2), 50-55.