Araştırma Makalesi
BibTex RIS Kaynak Göster

Science, Art and Sports School at Sinop Children’s University: Its Effects on Children’s Perceptions

Yıl 2015, Cilt: 4 Sayı: 4, 30 - 44, 31.10.2015
https://doi.org/10.19128/turje.181157

Öz

The purpose of the present study is to evaluate the children’s perceptions about the Entertaining Science, Art and Sports School at Sinop Children’s University, which is a project including various science, art and sports activities carried out at Children’s University of Sinop University.  All the processes of the study from data collection to data analysis were conducted through qualitative research paradigm. The data of the study were collected by means of poster and interview techniques. The study group consists of 50 students finishing 5th grade in 2012-2013 school year and participating in the above-mentioned project. During the project lasting for 5 days, 23 different science, art and sports activities were performed; yet, most of the activities were science activities. At the end of the fifth day, the students were asked to prepare a poster by reflecting on the experiences they had during the activities of the project and then the students were asked what they wanted to depict in their posters through semi-structured interviews. The study concluded that the students liked all the activities conducted during the project but they liked most the activities in which they actively participated.

Kaynakça

  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education, an ıntroduction to theories and methods (5th Edition). USA: Pearson Educationi Inc.
  • Buluş Kırıkkaya,E., Bali, G., Bozkurt, E., İşeri, Ş. & Vurkaya, G., (2010). Entertaining science summer school activities for primary pupils. XIV. International Organization for Science and Technology Education (IOESTE) Symposium, 13-18 June, Bled, Slovenia.
  • Buluş Kırıkkaya E., Bozkurt, E. & İmalı, B., (2011). An example of a learning environment: TÜBİTAK supported science summer school for primary pupils. International Congress On Curriculum and Instruction, 5-8 October, Eskişehir.
  • Buluş Kırıkkaya, E., Bozkurt, E., İşeri, Ş., Vurkaya, G. & Bali, G. (2011). TÜBİTAK supported science summer school for primary school students: happinence of learning by exploring and enjoying. 3rd World Conference on Educational Sciences (WCES), 3-7 February, İstanbul, Turkey.
  • Buluş Kırıkkaya, E., Bozkurt, E. & İşeri, Ş., (2011). Effect of TÜBİTAK supported primary school students science summer school on students image of scientist. Mediterranean Journal of Educational Research, 9, 61-75.
  • Cavaş, B. (2011). Outdoor education in natural life park: an experience from Turkey. Science Education International, 22(2), 152-160.
  • Cavaş, B., Cavaş, P., Muşlu Kaygısız, G. & Kesercioğlu, T. (2013). Outdoor education in Izmir natural life park. IOSTE Eurasian Regional Symposium & Brojerage event Horizon 2020, 30 October-1 November, Antalya. Turkey.
  • Cho, H., Kim, J. & Choi, D. H. (2003), Early childhood teachers’ attitudes towards science teaching: a scale validation study. Educational Research Quarterly, 27(2), 33-42.
  • Çalışkan, İ. (2013). A study about preservice science teachers’ educational psychology approaches and planning processes. Hacettepe University Journal of Education, Özel sayı (1), 68-83.
  • Çepni, S. & Çil, E. (2009). Fen ve teknoloji programı ilköğretim birinci ve ikinci kademe öğretmen el kitabı (Science and technology program for first and second grade elementary school teacher's manuals). Ankara: Pegem A Yayıncılık.
  • Davey, L. (1991). The application of case study evaluations. Practical Assessment Research & Evaluation, 2(9). Retrieved from. http://Pareonline.net/getvn.asp?v=2&n=9 on 8.5.2014.
  • Dooley, L. M. (2002). Case study research and theory building. Advances in Developing Human Resources, 4(3), 335-354.
  • Emmons, K. M., (1997). Perceptions of the environment while exploring the outdoors: A case study in Belize. Environmental Education Research 3(3), 327-344.
  • EUCU (European Children's Universities Network) (2013) Retrieved from at: http://eucu.net/charter on 8.11.2013.
  • Fontana, A., & Frey, J. H. (2005). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.). The Sagehandbook of qualitative research(2nd ed., pp. 695–727). Thousand Oaks, CA: Sage.
  • Melber, L. M. & Abraham, L. M., (1999). Beyond the classroom: Linking with informal education. Science Activities, 36(1), 3-4.
  • Gerber, B.L., Cavallo, A.M.L. & Marek, E.A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535- 549.
  • Glesne, C. (2013). Becoming Qualitative Researchers: An Introduction “Nitel araştırmaya giriş (A. Ersoy, trans.).” Ankara: Anı Publishing.
  • Gorard, S. (2013). Childrens university. Education Endowment Foundation. Retrived from http://educationendowmentfoundation.org.uk/uploads/pdf/Cabinet_Office_Childrens_University.pdf on 5.01.2012.
  • Kuş, E. (2007). NVivo 8 ile nitel araştırma projeleri. “Qualitative research projects with NVivo 8”. Ankara: Anı Publishing.
  • Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40(2), 88-90.
  • Leblebicioğlu, G., Metin, D., Yardımcı, E. & Berkyürek, İ. (2011). Teaching the nature of science in the nature: a summer science camp. Elementary Education Online, 10(3), 1037-1055.
  • Marshall, C. & Rossman, G. B. (2006). Designing qualitative research (4th Edition). USA: Sage Publications.
  • Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Metin,D. & Bağcıkılıç, G. (2009). The effect of the science camp program on children’s views of he tentative nature of science. Science Education Research Association Conference, İstanbul, Turkey.
  • Metin,D. & Leblebicioğlu, G.(2011). How did a science camp affect children’s conceptions of science? Asia-Pacific Forum on Science Learning and Teaching, 12(1), 1-29.
  • Metin,D. & Leblebicioğlu, G. (2012). The effect of the science camp program on children’s views of he tentative nature of science. Journal of Studies in Education, 2(1), 164-183.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. London:Sage Publication.
  • Noel-Storr, J., (2004). The role of immersive informal science programs. Retrived from http://arxiv.org/ftp/physics/papers/0403/0403144.pdf on 21. 10. 2013.
  • Smith, E.F., Steel, G. & Gidlow, B. (2010). The temporary community: student experiences of school based outdoor education programmes. Journal of Experiential Education, 33(2), 136-150.
  • Sönmez, V. & Alacapınar, F.G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. “Exemplified Research Methods” Ankara: Anı Publishing.
  • Stocklmayer, S. & Gilbert, J., (2003). Informal chemical education in ınternational handbook of science education. Part one. Netherlands: By Kluwer Academic Publishers.
  • Tatar, N. & Bağrıyanık, K.E. (2012). Opinions of science and technology teachers about outdoor education. Elementary Online, 11(4), 883-896.
  • Tekbıyık, A., Şeyihoğlu, A. & Sezen Vekli, G. & Birinci Konur, K. (2013). Influence of a science camp based on active learning on students. The Journal of Academic Social Science Studies, 6(1), 1383-1406.
  • Türkmen, H. (2010). (sınıf-dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. “Historical perspective of informal science education and training to our integration.” Çukurova Universty Journal of Educational Faculty, 3(39), 46-59.
  • Yaman, S. & Karamustafaoğlu, S. (2005). Öğretmen adaylarının kimya dersine yönelik tutumları ve mantıksal düşünme becerileri üzerine bir araştırma, “A survey of chemistry lesson attitudes and logical thinking skills to teachers candidates”. XIV. Ulusal Eğitim Bilimleri Kongresi, 2, 467-472, Denizli.
  • Yardımcı, E. & Bağcı Kılıç, G., (2009). Effect of nature-based educatin on a camp on children’s attitudes towar environment and their ideas about human-nature interaction. Science Education Research Association 2009 Conference, Istanbul, Turkey.
  • Yardımcı, E., (2009). Yaz bilim kampında yapılan etkinlik temelli doğa eğitiminin ilköğretim 4 ve 5.sınıftaki çocukların doğa algılarına etkisi. “The effect of activity natüre education at a summer science camp on 4th and 5th graders conceptions of the nature (Yayımlanmamış Yüksek Lisans Tezi). Abant İzzet Baysal University, Institute of Social Science, Bolu, Turkey.
  • Yıldırım, A. & Şimşek, H., (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Press). Qualitative Research Methods in Social Science. Ankara: Seçkin Publishing.
  • Yin R. K. (2009). Case study research: Design and methods (4th ed.). California: SAGE Pub. Thousand Oaks.
  • Verma, H. C. (2007). Children’s science training camp., Retrived from http://www.iitk.ac.in/infocell/iitk/cstprogramme.pdf on 24.05.2014.
  • Wilson, J. D, Cordry, S. & Unline, C. (2004), Science fairs: promoting positive attitudes towards science from students participation. Student Journal, 38 (1).

Öğrencilerde Bıraktığı Etkilerle Sinop Çocuk Üniversitesi’nde Bilim, Sanat ve Spor Okulu

Yıl 2015, Cilt: 4 Sayı: 4, 30 - 44, 31.10.2015
https://doi.org/10.19128/turje.181157

Öz

Bu araştırmada, Sinop Üniversitesi Çocuk Üniversitesi’nde gerçekleştirilen çeşitli bilim, sanat ve spor etkinliklerini içeren bir proje olan Sinop Çocuk Üniversitesi’nde Eğlenceli Bilim, Sanat ve Spor Okulu’nu öğrenci görüşleriyle değerlendirmek amaçlanmıştır. Araştırmanın veri toplamadan veri analizine tüm süreci nitel araştırma paradigması ile yürütülmüştür. Araştırmanın çalışma grubunu söz konusu projeye katılan ve 2012-2013 eğitim-öğretim yılında 5. sınıfı bitirerek 6. sınıfa geçmiş olan 50 öğrenci oluşturmaktadır. Araştırmanın verileri poster ve görüşme tekniği kullanarak toplanmıştır. Beş gün süren projede süreç boyunca ağırlıklı olarak bilim olmak üzere toplam 23 farklı, bilim, sanat ve spor etkinliği gerçekleştirilmiştir. Beşinci günün sonunda öğrencilerden projede gerçekleştirdikleri etkinlikleri düşünerek beş günlük süreci yanıştan poster hazırlamaları istenmiş, ardından öğrencilere posterlerinde neleri anlatmak istedikleri yarı yapılandırılmış görüşmeler ile sorulmuştur. Posterlere ilişkin veriler betimsel analiz ile öğrenciler ile yapılan yarı-yapılandırılmış görüşmeler ise içerik analizi ile çözümlenmiştir. Araştırmada öğrencilerin proje süresince tüm etkinlikleri sevdikleri ancak en çok etkilendikleri etkinliklerin kendilerinin aktif olarak yer aldıkları etkinlikler olduğu belirlenmiştir. Ayrıca, öğrencilerin süreçte eğlenerek ve yaparken öğrendiklerine, sanat ve spor etkinliklerinin de süreçte yer almasını olumlu bulduklarına vurgu yaptıkları tespit edilmiştir.

Kaynakça

  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education, an ıntroduction to theories and methods (5th Edition). USA: Pearson Educationi Inc.
  • Buluş Kırıkkaya,E., Bali, G., Bozkurt, E., İşeri, Ş. & Vurkaya, G., (2010). Entertaining science summer school activities for primary pupils. XIV. International Organization for Science and Technology Education (IOESTE) Symposium, 13-18 June, Bled, Slovenia.
  • Buluş Kırıkkaya E., Bozkurt, E. & İmalı, B., (2011). An example of a learning environment: TÜBİTAK supported science summer school for primary pupils. International Congress On Curriculum and Instruction, 5-8 October, Eskişehir.
  • Buluş Kırıkkaya, E., Bozkurt, E., İşeri, Ş., Vurkaya, G. & Bali, G. (2011). TÜBİTAK supported science summer school for primary school students: happinence of learning by exploring and enjoying. 3rd World Conference on Educational Sciences (WCES), 3-7 February, İstanbul, Turkey.
  • Buluş Kırıkkaya, E., Bozkurt, E. & İşeri, Ş., (2011). Effect of TÜBİTAK supported primary school students science summer school on students image of scientist. Mediterranean Journal of Educational Research, 9, 61-75.
  • Cavaş, B. (2011). Outdoor education in natural life park: an experience from Turkey. Science Education International, 22(2), 152-160.
  • Cavaş, B., Cavaş, P., Muşlu Kaygısız, G. & Kesercioğlu, T. (2013). Outdoor education in Izmir natural life park. IOSTE Eurasian Regional Symposium & Brojerage event Horizon 2020, 30 October-1 November, Antalya. Turkey.
  • Cho, H., Kim, J. & Choi, D. H. (2003), Early childhood teachers’ attitudes towards science teaching: a scale validation study. Educational Research Quarterly, 27(2), 33-42.
  • Çalışkan, İ. (2013). A study about preservice science teachers’ educational psychology approaches and planning processes. Hacettepe University Journal of Education, Özel sayı (1), 68-83.
  • Çepni, S. & Çil, E. (2009). Fen ve teknoloji programı ilköğretim birinci ve ikinci kademe öğretmen el kitabı (Science and technology program for first and second grade elementary school teacher's manuals). Ankara: Pegem A Yayıncılık.
  • Davey, L. (1991). The application of case study evaluations. Practical Assessment Research & Evaluation, 2(9). Retrieved from. http://Pareonline.net/getvn.asp?v=2&n=9 on 8.5.2014.
  • Dooley, L. M. (2002). Case study research and theory building. Advances in Developing Human Resources, 4(3), 335-354.
  • Emmons, K. M., (1997). Perceptions of the environment while exploring the outdoors: A case study in Belize. Environmental Education Research 3(3), 327-344.
  • EUCU (European Children's Universities Network) (2013) Retrieved from at: http://eucu.net/charter on 8.11.2013.
  • Fontana, A., & Frey, J. H. (2005). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.). The Sagehandbook of qualitative research(2nd ed., pp. 695–727). Thousand Oaks, CA: Sage.
  • Melber, L. M. & Abraham, L. M., (1999). Beyond the classroom: Linking with informal education. Science Activities, 36(1), 3-4.
  • Gerber, B.L., Cavallo, A.M.L. & Marek, E.A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535- 549.
  • Glesne, C. (2013). Becoming Qualitative Researchers: An Introduction “Nitel araştırmaya giriş (A. Ersoy, trans.).” Ankara: Anı Publishing.
  • Gorard, S. (2013). Childrens university. Education Endowment Foundation. Retrived from http://educationendowmentfoundation.org.uk/uploads/pdf/Cabinet_Office_Childrens_University.pdf on 5.01.2012.
  • Kuş, E. (2007). NVivo 8 ile nitel araştırma projeleri. “Qualitative research projects with NVivo 8”. Ankara: Anı Publishing.
  • Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40(2), 88-90.
  • Leblebicioğlu, G., Metin, D., Yardımcı, E. & Berkyürek, İ. (2011). Teaching the nature of science in the nature: a summer science camp. Elementary Education Online, 10(3), 1037-1055.
  • Marshall, C. & Rossman, G. B. (2006). Designing qualitative research (4th Edition). USA: Sage Publications.
  • Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Metin,D. & Bağcıkılıç, G. (2009). The effect of the science camp program on children’s views of he tentative nature of science. Science Education Research Association Conference, İstanbul, Turkey.
  • Metin,D. & Leblebicioğlu, G.(2011). How did a science camp affect children’s conceptions of science? Asia-Pacific Forum on Science Learning and Teaching, 12(1), 1-29.
  • Metin,D. & Leblebicioğlu, G. (2012). The effect of the science camp program on children’s views of he tentative nature of science. Journal of Studies in Education, 2(1), 164-183.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. London:Sage Publication.
  • Noel-Storr, J., (2004). The role of immersive informal science programs. Retrived from http://arxiv.org/ftp/physics/papers/0403/0403144.pdf on 21. 10. 2013.
  • Smith, E.F., Steel, G. & Gidlow, B. (2010). The temporary community: student experiences of school based outdoor education programmes. Journal of Experiential Education, 33(2), 136-150.
  • Sönmez, V. & Alacapınar, F.G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. “Exemplified Research Methods” Ankara: Anı Publishing.
  • Stocklmayer, S. & Gilbert, J., (2003). Informal chemical education in ınternational handbook of science education. Part one. Netherlands: By Kluwer Academic Publishers.
  • Tatar, N. & Bağrıyanık, K.E. (2012). Opinions of science and technology teachers about outdoor education. Elementary Online, 11(4), 883-896.
  • Tekbıyık, A., Şeyihoğlu, A. & Sezen Vekli, G. & Birinci Konur, K. (2013). Influence of a science camp based on active learning on students. The Journal of Academic Social Science Studies, 6(1), 1383-1406.
  • Türkmen, H. (2010). (sınıf-dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. “Historical perspective of informal science education and training to our integration.” Çukurova Universty Journal of Educational Faculty, 3(39), 46-59.
  • Yaman, S. & Karamustafaoğlu, S. (2005). Öğretmen adaylarının kimya dersine yönelik tutumları ve mantıksal düşünme becerileri üzerine bir araştırma, “A survey of chemistry lesson attitudes and logical thinking skills to teachers candidates”. XIV. Ulusal Eğitim Bilimleri Kongresi, 2, 467-472, Denizli.
  • Yardımcı, E. & Bağcı Kılıç, G., (2009). Effect of nature-based educatin on a camp on children’s attitudes towar environment and their ideas about human-nature interaction. Science Education Research Association 2009 Conference, Istanbul, Turkey.
  • Yardımcı, E., (2009). Yaz bilim kampında yapılan etkinlik temelli doğa eğitiminin ilköğretim 4 ve 5.sınıftaki çocukların doğa algılarına etkisi. “The effect of activity natüre education at a summer science camp on 4th and 5th graders conceptions of the nature (Yayımlanmamış Yüksek Lisans Tezi). Abant İzzet Baysal University, Institute of Social Science, Bolu, Turkey.
  • Yıldırım, A. & Şimşek, H., (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Press). Qualitative Research Methods in Social Science. Ankara: Seçkin Publishing.
  • Yin R. K. (2009). Case study research: Design and methods (4th ed.). California: SAGE Pub. Thousand Oaks.
  • Verma, H. C. (2007). Children’s science training camp., Retrived from http://www.iitk.ac.in/infocell/iitk/cstprogramme.pdf on 24.05.2014.
  • Wilson, J. D, Cordry, S. & Unline, C. (2004), Science fairs: promoting positive attitudes towards science from students participation. Student Journal, 38 (1).
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makaleleri
Yazarlar

Hüseyin Eş

Nurhan Öztürk Geren

Esra Bozkurt Altan

Yayımlanma Tarihi 31 Ekim 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 4 Sayı: 4

Kaynak Göster

APA Eş, H., Öztürk Geren, N., & Bozkurt Altan, E. (2015). Science, Art and Sports School at Sinop Children’s University: Its Effects on Children’s Perceptions. Turkish Journal of Education, 4(4), 30-44. https://doi.org/10.19128/turje.181157

Creative Commons License TURJE is licensed to the public under a Creative Commons Attribution 4.0 license.