An investigation Of The Views Of Preschool Teachers Participating In The 'Forest Teaches, I Discover' Project Carried Out Within The Scope Of Tübitak 4004 On Nature Education

Öz

The aim of the study is to reveal the expressions of the preschool teacher, who participated in the teacher nature workshops in the 'Forest Teaches, I Discover' project carried out within the scope of TÜBİTAK 4004 Nature Education and Science Schools Support Program, about the awareness, views and skills of transferring the experiences gained in the workshops to the learning processes of the students. In the project, the presentation of the theoretical framework on the subject, wood production and various nature activities were carried out in teacher nature workshops. The participants are 10 pre-school teachers selected by convenient sampling method, working in Kocaeli. Phenomenology (phenomenology) research design, one of the qualitative research methods, was used in the project. Data were collected through semi-structured interview questions and analyzed by content analysis method. As a result of the analysis of the data, Views on Nature Education in terms of Professional and Personal Development, Views on the Effect of Children's Science Process Skills in Nature Education, Teachers' Emotions and Thoughts on Nature Education, Views on Nature Education in terms of Values Education, Views on the In-Class Adaptation of the Achievements Acquired by Nature Education Teachers and Six themes were identified: Project Satisfaction, Creation of Similar Events, and Views on Recommending to Others. They stated that teachers have gained gains such as implementing nature-based activities in the classroom, creating a naturebased activity plan, using natural materials in the classroom, planning field trips, creating activity examples, creating awareness of nature in children, and enabling children to connect with living things. In addition, it was determined that they experienced a workshop process that exceeded their expectations, that they demanded the continuity of the project, and that they were motivated in terms of nature-based activity practices. According to the research findings, it is seen that teachers stated that many values can be gained to children in nature-based learning processes and that values education is a part of nature education. Finally, teachers; It has been revealed that nature-based learning processes contribute to the development of children's basic scientific skills such as observation, classification, measurement, implementation, communication, evaluation and problem solving.

Anahtar Kelimeler

• TUBITAK 4004
• Nature Education
• Teacher Opinions
• Preschool Education

Kaynakça

1. Akköse, E. E. (2008). Okul öncesi eğitimi fen etkinliklerinde doğa olaylarının neden sonuç ilişkilerini belirlemede yaratıcı dramanın etkililiği, [The effectiveness of creative drama in determining the cause and effect relationships of natural events in preschool education science activities] Unpublished master's thesis. Anadolu University Institute of Educational Sciences.
2. Akmehmet Şekerler, S. (2015). Derinlemesine görüşme [In-depth interview]. F. N. Seggie & Y. Bayyurt (Eds.). Nitel araştırma yöntem, teknik ve yaklaşımları [Qualitative research methods, techniques and approaches] in (p. p. 186-201). Anı Publishing.
3. Amus, G. (2013). An alternative journey into forest kindergartens and Reggio Emillia Approach. In U. Harkönen (Ed.), Reorientation of teacher education towards sustainability theory and practice in (pp. 5-25). Publications of the University of Eastern Finland.
4. Ayvacı, H. Ş., Devecioğlu, Y., & Yiğit, N. (2002). Okul öncesi öğretmenlerinin fen ve doğa etkinliklerindeki yeterliliklerinin belirlenmesi [Determination of pre-school teachers' competencies in science and nature activities]. V. National Science and Mathematics Education Congress, 16, 18.
5. Bartan, M. & Başal H. A. (2018). Okul öncesi eğitimi öğretmenlerinin bilimsel süreç becerilerine ilişkin görüşleri ve sınıf içi uygulamaları, [Preschool teachers' views on scientific process skills and their classroom practices]. Abant İzzet Baysal University Journal of the Faculty of Education, 18(4), 1938-1959.
6. Bonnet, M., & Williams, J. (1998) Environmental education and primary children’s attitudes towards nature and the environment. Cambridge Journal of Education, 28(2), 159-174.
7. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods]. PegemA.
8. Cevher Kalburan, F. N. (2009). Çocuklar için çevresel tutum ölçeği” ile “yeni ekolojik paradigma ölçeği” nin geçerlik güvenirlik çalışması ve çevre eğitim programının etkisinin incelenmesi, [The validity and reliability study of the "environmental attitude scale for children" and the "new ecological paradigm scale" and the examination of the effect of the environmental education program]. Unpublished doctoral thesis. Gazi University Institute of Educational Sciences.

9. Creswell, J. W. (2020). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative research methods: Qualitative research and research design according to five approaches], (Trans. Ed: Tüm, M. ve Demir, S.B.). Siyasal Kitapevi.
10. Davis, J., & Macleod, H. (2006). Education for sustainability. Queensland University of Technology.
11. Demiriz, S., & Ulutaş, İ.(2000). Okul öncesi eğitim kurumlarındaki fen ve doğa etkinlikleri ile ilgili uygulamaların belirlenmesi, [Determining the practices related to science and nature activities in pre-school education institutions]. IV. Science Education Congress, Hacettepe University.
12. Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598.
13. Farmer, J., Knapp, D., & Benton, M. G. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude evelopment. The Journal of Environmental Education, 38(3), 33-42.
14. Gerrish, M.K. (2014). An examination of teachers' lived experiences while working at nature-based preschool programs. Unpublished doctoral dissertation. Walden University.
15. Güler, T. (2010). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkileri, [The effects of an ecology-based environmental education on teachers' views on environmental education]. Education and Science, 34(151).
16. Gür, N. (2022). Keşif ve gözlem temelli doğa eğitiminin 60-72 aylık çocukların bilim, doğa ve çevre metaforları üzerindeki etkisinin incelenmesi, [Investigation of the effect of discovery and observation-based nature education on science, nature and environment metaphors of 60-72 months old children]. Unpublished master's thesis. Okan University Graduate School of Education.
17. Hargrave J. (2013). Take it outside: Administrators perspectives on the role of nature in outdoor schools, A thesis submitted to the faculty of the University of North Carolina at Chapel Hill inpartial fulfillment of the requirements for the degree of Master’s in Education (Early Childhood, Special Education and Literacy) in the Department of Education. Chapel Hill.
18. Kale, N. (2007). Nasıl bir değerler eğitimi, [What a values education]. Values and Education International Symposium, 26(28), 313-322.
19. Karamustafaoğlu, S., & Kandaz, U. (2006). Okul öncesi eğitimde fen etkinliklerinde kullanılan öğretim yöntemleri ve karşılaşılan güçlükler, [Teaching methods and difficulties encountered in science activities in pre-school education]. Gazi University Journal of Gazi Education Faculty, 26(1), 65-81.
20. Kennelly, J., Taylor, N., & Serow, P. (2012). Early career primary teachers and education for sustainability. International Research in Geographical and Environmental Education, 21, 139–153.
21. Kıldan, O. & Pektaş, M. (2009). Erken çocukluk döneminde fen ve doğa ile ilgili konuların öğretilmesinde okulöncesi öğretmenlerinin görüşlerinin belirlenmesi, [Determining the views of preschool teachers in teaching science and nature-related subjects in early childhood]. Ahi Evran University Journal of Kirsehir Education Faculty, 10(1), 113-127.
22. Köşker, N. (2019). Okul öncesi çocuklarında doğa algısı, [Nature perception in preschool children]. Bolu Abant İzzet Baysal University Journal of the Faculty of Education, 19(1), 294-308.
23. Louv, R. (2018). Doğadaki son çocuk [The last child in nature]. (Translated by C. Tömürcü) (5th ed.). TUBITAK Publication.
24. Legault, L. (1999). The impact of an environmental education program on children’s and parent’s knowledge, attitudes, motivation and behaviors. Unpublished doctoral dissertation. University of Ottawa.
25. MoNE (2013). Okul öncesi eğitim programı, [Preschool education program]. Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü.
26. O'Brien, L. (2009). Learning outdoors: The Forest School approach. Education,37(1), 45- 60.
27. Özoğlu, M. Z. (2020). Okul öncesi öğretmenlerinin fen etkinliklerine ilişkin yeterlilikleri ile 60-72 ay çocukların temel bilimsel süreç becerileri arasındaki ilişkinin incelenmesi. [Examination of the relationship between pre-school teachers' proficiency in science activities and basic science process skills of 60-72 months old children]. Unpublished Master's Thesis. Okan University Institute of Health Sciences.
28. Padilla, M. J. (1986). The science process skills. Research matters... To the science teacher. National Association for Research in Science Teaching.
29. Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods], (Trans. Tüm, M. & Demir, S.B.). Pegem Academy.
30. Poyraz, H., ve Dere Çiftçi, H. (2011). Okul öncesi eğitiminin ilke ve yöntemleri [Principles and methods of pre-school education]. Memoir Publishing.
31. Ravanis, K., & Bagakis, G. (1998). Science education in kindergarten: sociocognitive perspective. International Journal of Early Years Education, 6(3), 315-327.
32. Rice, C., & Torquati, J. (2013). Assessing connections between young children's affinity for nature and their experiences in natural outdoor settings in preschools. Children, Youth and Environments, 23, 78–102.
33. Rickinson, M. (2011). Learners and learning in environmental education: a critical review of the evidence. Environmental Education Research, 7, 207-320.
34. Sobel, D. (2014). Ekofobiyi aşmak. Doğa eğitiminde kalbin yeri [Overcoming ecophobia. The place of the heart in nature education]. New Human Publishing House.
35. Sönmez, D. (2018). TÜBİTAK-4004 doğa eğitimine katılan öğretmenlerin doğa eğitimine ilişkin görüşleri, [Opinions of teachers participating in TÜBİTAK-4004 nature education on nature education]. Journal of Awareness, 3(2), 63-72.
36. Strauss, A., & Corbin, J. (1997). Grounded theory in practice. Sage.
37. Tahiroğlu, M., Yıldırım, T., & Çetin, T. (2010). Değer eğitimi yöntemlerine uygun geliştirilen çevre eğitimi etkinliğinin, ilköğretim 7. Sınıf öğrencilerinin çevreye ilişkin tutumlarına etkisi, [The effect of environmental education activity developed in accordance with value education methods on the attitudes of 7th grade primary school students towards the environment]. Journal of Selçuk University Ahmet Keleşoğlu Education Faculty, 30, 231-248.
38. Temiz, Z., & Karaaslan Semiz, G. (2019). En iyi öğretmenim doğa: okul öncesinde doğa temelli eğitim uygulamaları projesi kapsamında hazırlanan öğretmen etkinlikleri, [Nature is my best teacher: teacher activities prepared within the scope of the nature- based education practices project in preschool]. Journal of Human and Social Sciences Research, 8(1), 314-331.
39. Toprakkaya, İ. M. (2016). 55-72 aylık çocuklara dış alanda uygulanan sorgulama tabanlı bilim etkinliklerinin bilimsel süreç becerilerine etkisinin incelenmesi, [Investigation of the effect of inquiry-based science activities applied to 55-72 months old children on scientific process skills. Unpublished Master's Thesis, Okan University Institute of Social Sciences, Istanbul]. Unpublished Master's Thesis, Okan University Institute of Social Sciences. TÜBİTAK (2022). https://www.tubitak.gov.tr/tr/destekler/bilim-vetoplum/ulusaldestekprogram lari/4004/icerik-program-hakkinda
40. Ünser, E. (2021). Okul öncesi öğretmenlerinin çevre eğitimi bağlamındaki pedagojik alan bilgilerinin incelenmesi: epistemolojik profilin etkisi, [Examination of preschool teachers' pedagogical content knowledge in the context of environmental education: the effect of epistemological profile]. Unpublished master’s thesis. Okan University Graduate School of Education..
41. Waters, J., & Begley, S. (2007). Supporting the development of risk-taking behaviours in the early years: An exploratory study. Education 3-13, 35(4), 365.
42. Weber, R. P. (1990). Basic content analysis. Sage.
43. Wells, N., & Lekies, K. (2006). Nature and the life course. Children, Youth and Environments, 16, 1–24.
44. Wilke, R. R., & Straits, W. J. (2005). Practical advice for teaching inquiry-based science process skills in the biological sciences. The American Biology Teacher, 534-540.
45. Wilson, A. (2015). A guide to phenomenological research. Nursing Standard, 29(34), 38-43. https://doi.org/10.7748/ns.29.34.38.e8821
46. White, R. (2004). Young children's relationship with nature: Its importance to children's development ve the earth's future. White Hutchinson Leisure and Learning Group, 1(9), 215-219.
47. Yalçın, (2017). Doğanın kalbinde oyun temelli eğitim: Orman okul yaklaşımı, [Play-based education in the heart of nature: Forest school approach]. E. Aktan Acar (Ed.), Early Childhood Education Mosaic in (pp. 371-386). Nobel Publishing.
48. Yağcı, M. (2016). Okul öncesi dönem çocuklarının bilimsel süreç becerilerinin gelişmesinde doğa ve çevre uygulamalarının etkisinin incelenmesi, [Examination of the effects of nature and environmental practices on the development of scientific process skills of preschool children]. Unpublished master's thesis. Abant İzzet Baysal University, Institute of Educational Sciences.
49. http-1: Türkiye Cumhuriyeti Milli Eğitim Bakanlığı, Güçlü yarınlar için 2023 eğitim vizyonu, [2023 education vision for strong tomorrows].