Araştırma Makalesi
BibTex RIS Kaynak Göster

Bahçe Temelli Öğrenme Yaklaşımına Yönelik Eğilimler: Okul Bahçesi Uygulamaları Örneği (2000-2015)

Yıl 2018, Cilt: 15 Sayı: 1, 1054 - 1080, 29.11.2018

Öz

Yapılan çalışmanın amacı, okul bahçesi
uygulamalarının içerik analizini yaparak, bahçe temelli öğrenme yaklaşımına
yönelik eğilimleri ortaya koymaktır. 2000-2015 yılları arasında 21 farklı
dergide tam metin olarak yayımlanan 162 makale çalışmanın kapsamını
oluşturmaktadır. İlgili makaleler, araştırmacı tarafından geliştirilen “Okul
Bahçesi Uygulamaları Alan Tarama Formu” kullanılarak betimsel içerik analizine
tabi tutulmuştur. Analiz sonuçlarına göre, okul bahçesi uygulamaları kapsamında
gerçekleştirilen çalışmalarda daha çok akademik performansın belirlenmesi ve
geliştirilmesi ile birlikte sağlıklı yaşam becerilerinin geliştirilmesi
hedeflenmiştir. Yapılan araştırmalarda kullanılan araştırma modelleri
incelendiğinde daha çok belirli bir araştırma modeli kullanılmadığı,
kullanılanlarda ise deneysel araştırma modelinin ağırlık kazandığı
görülmektedir. Örneklem olarak özellikle okul öncesi ve ilköğretim düzeyindeki
öğrencilere yer verilirken, nicel ve nitel veri toplama araçlarına yer
verildiği tespit edilmiştir. Okul bahçesi uygulamalarının sonuçları
incelendiğinde ise akademik performansın gelişimi, sağlıklı yaşam becerilerinin
gelişimi ve bireysel ve sosyal becerilerinin gelişimi üzerinde olumlu bir
etkiye sahip olduğu tespit edilmiştir.

Kaynakça

  • Akinyemi, O. M., Fragstein, P., Agnew, D. (2008). The state of school gardening programs in sustainable development in Nigeria: Obstacles and opportunities. The International Journal of Learning, 15(10), 231-245.
  • Aydın, A., Bakırcı, H. ve Ürey, M. (2012). Serbest etkinlik çalışmaları dersine yönelik sınıf öğretmen görüşleri. Milli Eğitim Dergisi, 41(193), 214-231.
  • Bakırcı, H., Artun, H. ve Deniz, A. N. (2018). Ortaokul altıncı sınıf öğrencilerinin hobi bahçesi hakkında görüşleri. Papers Presented at the AGP Humanities and Social Sciences Conference, 4-6 Mayıs 2018, Prag, Çek Cumhuriyeti.
  • Balkan-Kıyıcı, F., Atabek-Yiğit, E. (2010). Science education beyond the classroom: A field trip to wind power plant. International Online Journal of Educational Sciences, 2(1), 225-243.
  • Bartosh, O., Tudor, M., Ferguson, L., Taylor, C. (2006). Improving test scores through environmental education: Is it possible? Applied Environmental Education and Communication, 5(3), 161-169.
  • Berezowitz, C. K., Bontrager-Yoder, A. B., Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children, Journal of School Health, 85, 508-518.
  • Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2), 15-38.
  • Brynjegard, S. (2001). School gardens: Raising environmental awareness in children. (Reproductions supplied by EDRS), Dominican University of California, USA.
  • Bucklin-Sporer, A., Pringle, R. K. (2010). How to grow a school garden: A comlete guide for parents and teachers, Portland: Timber Press.
  • Bundschu-Mooney, E. (2003). School garden investigation: Environmental awareness and education, (Reproductions supplied by EDRS), Dominican University of California, USA.
  • Byrd, R. K., Haque, M. T., Tai, L., McLellan, G. K., Knight, E. J. (2007). Designing a children's water garden as an outdoor learning lab for environmental education. Applied Environmental Education and Communication, 6, 39-47.
  • Canaris, I. (1995). Growing foods for growing minds: Integrating gardening and nutrition education into the total curriculum. Children's Environments, 12(2), 264-70.
  • Cutter-Mackenzie, A. (2009). Multicultural school gardens: Creating engaging garden spaces in learning about language, culture and environment. Canadian Journal of Environmental Education, 14, 122-135.
  • Çalık, M., Sözbilir, M. (2014). İçerik analizinin parametreleri, Eğitim ve Bilim, 39(174), 33¬38.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş (5. Baskı), Trabzon: Celepler Matbaacılık.
  • Çepni, S., Aydın, M., Haşıloğlu, M. A., Ürey, M. (2012). The first steps on agricultural education in Turkish elementary schools: The school garden project. Energy Education Science and Technology Part B:Social and Educational Studies, 4(3), 1589-1602.
  • Dahlgren, A. (2003). Lecturer finds urban sprawl linked with obesity, Sweden: The Daily Free Press.
  • Damon, B. (2001). Model projects: DaVinci water garden. Keepers of the waters. http://www.wellnessgoods.com/davinci adresinden 4.11.2008 tarihinde edinilmiştir.
  • DeMarco, L. W., Relf, D., McDaniel, A. (1999). Integrating gardening into the elementary school curriculum. HortTechnology, 9, 276-281.
  • Dirks, A. E., Orvis, K. (2005). An evolution of the junior master gardener program in third grade classrooms. HortTechnology, 15, 443-447.
  • Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education 14(1), 24-41.
  • Dyment, J. E., Bell, A. C. (2008). Grounds for health: The intersection of green school grounds and health-promoting schools. Environmental Education Research, 14(1), 77-90.
  • Ernst, J., Monroe, M. (2004). The effects of environment-based education on students' critical thinking skills and disposition toward critical thinking. Environmental Education Research,10(4), 507-22.
  • Graue, E. (2001). What's going on in the children's garden? Kindergarten today, Young Children, 56(3), 67-73.
  • Harlen, W., Simon, S. (2001). Elementary school science and the rise and rise ofprimary science. School Science Review, 82(300), 49-57.
  • Hazzard, E. L., Moreno, E., Beall, D.B., Zidenberg-Cherr, S. (2011). Best practices models for ımplementing, sustaining, and using ınstructional school gardens in California. Journal of Nutrition Education and Behavior, 43(5), 409-413.
  • Heim, S., Stang, J., Ireland, M. (2009). A garden pilot Project enhances fruit and vegetable consumption among children, Journal of American Dietetic Association, 109(7), 1220-1226.
  • Kane, L. (2004). Educators, learners, and active learning methodologies. International Journal of Lifelong Education, 23(3), 275-286. ISSN: 1305-020
  • Klemmer, C. D., Waliczek, T. M., Zajicek, J. M. (2005a). Development of a science achievement evaluation instrument for a school garden program. HortTechnology, 15(3), 433-438.
  • Klemmer, C. D., Waliczek, T. M., Zajicek, J. M. (2005b). Growing minds: The effect of a school gardening program on the science achievement of elementary students. HortTechnology, 15(3), 448-552.
  • Kohlstedt, S. G. (2008). “A better crop of boys and girls”: The school gardening movement 1890-1920. History of Education Quarterly, 48(1), 58-93.
  • Laçin-Şimşek, C. (2011). Fen öğretiminde okul dışı öğrenme ortamları. C. Laçin Şimşek (Ed.). Okul dışı öğrenme ortamları ve fen eğitimi (1-23), Ankara: Pegem Yayıncılık.
  • Lekies, K. S., Sheavly, M. E. (2007). Fostering children's ınterests in gardening. Applied Environmental Education and Communication, 6, 67-75.
  • Lieberman, G.A. and Hoody, L. L. (1998). Closing the achievement gap: Using the environment as an integrated context for learning. San Diego, CA: State Education and Environment Roundtable.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, North Carolina: AlgonquinBooks.
  • Lownds, N. (2000). Millennium focus children's gardening: Growing the next generation. The American Gardener, 19-24.
  • Malone, K., Tranter, P. J. (2003). School grounds as sites for learning: Making the most of environmental opportunities. Environmental Education Research, 9(3), 283-303.
  • Maloof, J. (2006). Experience this: The experiental approach to teaching environmental issues. Applied Environmental Education and Communication, 5(3), 193-197.
  • Mayer-Smith, J., Bartosh, O., Peterat, L. (2007). Teaming children and elders to grow food and environmental consciousness, Applied Environmental Education and Communication, 6(1), 77-85.
  • McAleese, J. D., Rankin, L. L. (2007). Garden based nutrition education affects fruit and vegetable consumption in sixth grade adolescents. American Dietetic Association, 107, 662-665.
  • Miller, M. A. (2005). An exploration of children's gardens: Reported benefits, recommended elements, and preferred visitor autonomy. Unpublished doctoral dissertation, The Ohio State University, Columbus, OH.
  • Moore, R.C. (1996). Outdoor settings for playing and learning: Designing school grounds to meet the needs of the whole child and whole curriculum. North American Montessori Teacher's Association Journal, 21(3), 97-120.
  • Ozer, E.(2007). The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development. Health Education & Behavior, 34(6), 846-863.
  • Rahm, J. (2002). Emergent learning opportunities in an inner-city youth gardening program. Journal of Research in ScienceTeaching, 39, 164-184.
  • Ratcliffe, M. M., Merrigan, K. A., Rogers, B. L., Goldberg, J. P. (2009). The effects of school garden experiences on middle school-aged students' knowledge, attitudes and behaviors associated with vegetable consumption, Health Promotion Practice January, 12(1), 36¬43.
  • Shair, G. (1999). A history of children's gardens, The Public Garden, 99(14), 9-11.
  • Skelly, S. M., Bradley, J. C. (2007). The growing phenomenon of school gardens: Measuring their variation and their affect on students' sense of responsibility and attitudes toward science and the environment. Applied Environmental Education and Communication, 6, 97-104.
  • Skelly, S. M., Zajicek, J. M. (1998). Theeffect of an interdisciplinary garden program in the environmental attitudes of elementary school students. Hortechnology, 8(4),579-583.
  • Smith, L. L., Motsenbocker, C. E. (2005). Impact of hands-on science through school gardening in Louisiana publicelementary schools. HortTechnology, 15, 439-443.
  • Sparrow, L. (2008). Real and relevant mathematics: Is it realistic in the clasroom? Australian Primary Mathematics Classroom, 13(2), 4-8.
  • Tangen, D., Fielding-Barnsley, R. (2007). Environmental education in a culturally diverse school. Australian Journal of Environmental Education, 23, 23-30.
  • Taylor, A. F., Kuo, F., Sullivan, W. C. (2001). Coping with add: The surprising connection to green play setting. Environment and Behavior, 33(1), 54-77.
  • Thrive, (2006). Learning under the sky: The benefits of gardening for children with special educational needs, http://www.thrive.org adresinden 10.10.2010 tarihinde edinilmiştir.
  • Ürey, M., Çepni, S. (2014a). Fen temelli ve Disiplinlerarası okul bahçesi programının öğrencilerin fen ve teknoloji dersine yönelik tutumları üzerine etkisinin farklı değişkenler açısından değerlendirilmesi, Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 537-548.
  • Ürey, M., Çepni, S. (2014b). Serbest etkinlik çalışmaları dersine yönelik bir program önerisi: Okul bahçesi programı, Milli Eğitim Dergisi, 202, 37-58.
  • Ürey, M. (2013). Serbest etkinlik çalışmaları dersine yönelik fen temelli ve disiplinlerarası okul bahçesi programının geliştirilmesi ve değerlendirilmesi, Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi, Trabzon.
  • Ürey, M., Çepni, S. (2015). Fen temelli ve disiplinlerarası okul bahçesi programının bazı fen ve teknoloji dersi kazanımları üzerine etkisinin farklı değişkenler açısından değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 166-184.
  • Ürey, M., Çepni, S., Kaymakçı, S. (2015). Fen temelli ve disiplinlerarası okul bahçesi programının bazı sosyal bilgiler öğretim programı kazanımları üzerine etkisinin değerlendirilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 7-29.
  • Ürey, M., Çepni, S., Köğce, D., Yıldız, C. (2013). Serbest etkinlik çalışmaları dersi kapsamında geliştirilen fen temelli ve disiplinlerarası okul bahçesi programının öğrencilerin bazı matematik kazanımları üzerine etkisinin değerlendirilmesi. Türk Fen Eğitimi Dergisi,10(3), 37-58.
  • Ürey, M., Göksu, V., Karaçöp, A. (2017). Teachers' views about school garden program developed for free activities course, Elementary Education Online, 16(1), 1-14.
  • Waliczek, T. M., Logan, P., Zajicek, J. M. (2003). Exploring the impact of outdoor environmental activities on children using a qualitative text data analysis system, HortTechnology, 13, 684-688.
  • Wells, N. (2000). At home with nature: Effects of ‘greenness' on children's cognitive functioning. Environment and Behavior, 32(6), 775-795.

Trends of Garden Based Learning Approach: Example of School Garden Applications (2000-2015)

Yıl 2018, Cilt: 15 Sayı: 1, 1054 - 1080, 29.11.2018

Öz

The aim of the study is to analyze the content of school
gardening practices and to identify trends towards a garden-based learning
approach. The scope of the study is composed of 162 articles published in full
text in 21 different journals between 2000 and 2015. The related articles were
subjected to descriptive content analysis using the "School Garden
Practices Survey Form (SGPSF)" developed by the researcher. According to
the results of the analysis, it is aimed to develop healthy living skills with
the determination and development of academic performance in studies conducted
within the scope of school garden practices. When the research models used in
the researches are examined, it is seen that a specific research model is not
used and the experimental research model is preferred. It has been determined
that quantitative and qualitative data collection tools are used in the sample,
especially pre-school and primary school students are included. When the
results of school gardening practices are examined, it has been found that they
have a positive effect on the development of academic performance, the
development of healthy living skills, and the development of individual and
social skills.

Kaynakça

  • Akinyemi, O. M., Fragstein, P., Agnew, D. (2008). The state of school gardening programs in sustainable development in Nigeria: Obstacles and opportunities. The International Journal of Learning, 15(10), 231-245.
  • Aydın, A., Bakırcı, H. ve Ürey, M. (2012). Serbest etkinlik çalışmaları dersine yönelik sınıf öğretmen görüşleri. Milli Eğitim Dergisi, 41(193), 214-231.
  • Bakırcı, H., Artun, H. ve Deniz, A. N. (2018). Ortaokul altıncı sınıf öğrencilerinin hobi bahçesi hakkında görüşleri. Papers Presented at the AGP Humanities and Social Sciences Conference, 4-6 Mayıs 2018, Prag, Çek Cumhuriyeti.
  • Balkan-Kıyıcı, F., Atabek-Yiğit, E. (2010). Science education beyond the classroom: A field trip to wind power plant. International Online Journal of Educational Sciences, 2(1), 225-243.
  • Bartosh, O., Tudor, M., Ferguson, L., Taylor, C. (2006). Improving test scores through environmental education: Is it possible? Applied Environmental Education and Communication, 5(3), 161-169.
  • Berezowitz, C. K., Bontrager-Yoder, A. B., Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children, Journal of School Health, 85, 508-518.
  • Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2), 15-38.
  • Brynjegard, S. (2001). School gardens: Raising environmental awareness in children. (Reproductions supplied by EDRS), Dominican University of California, USA.
  • Bucklin-Sporer, A., Pringle, R. K. (2010). How to grow a school garden: A comlete guide for parents and teachers, Portland: Timber Press.
  • Bundschu-Mooney, E. (2003). School garden investigation: Environmental awareness and education, (Reproductions supplied by EDRS), Dominican University of California, USA.
  • Byrd, R. K., Haque, M. T., Tai, L., McLellan, G. K., Knight, E. J. (2007). Designing a children's water garden as an outdoor learning lab for environmental education. Applied Environmental Education and Communication, 6, 39-47.
  • Canaris, I. (1995). Growing foods for growing minds: Integrating gardening and nutrition education into the total curriculum. Children's Environments, 12(2), 264-70.
  • Cutter-Mackenzie, A. (2009). Multicultural school gardens: Creating engaging garden spaces in learning about language, culture and environment. Canadian Journal of Environmental Education, 14, 122-135.
  • Çalık, M., Sözbilir, M. (2014). İçerik analizinin parametreleri, Eğitim ve Bilim, 39(174), 33¬38.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş (5. Baskı), Trabzon: Celepler Matbaacılık.
  • Çepni, S., Aydın, M., Haşıloğlu, M. A., Ürey, M. (2012). The first steps on agricultural education in Turkish elementary schools: The school garden project. Energy Education Science and Technology Part B:Social and Educational Studies, 4(3), 1589-1602.
  • Dahlgren, A. (2003). Lecturer finds urban sprawl linked with obesity, Sweden: The Daily Free Press.
  • Damon, B. (2001). Model projects: DaVinci water garden. Keepers of the waters. http://www.wellnessgoods.com/davinci adresinden 4.11.2008 tarihinde edinilmiştir.
  • DeMarco, L. W., Relf, D., McDaniel, A. (1999). Integrating gardening into the elementary school curriculum. HortTechnology, 9, 276-281.
  • Dirks, A. E., Orvis, K. (2005). An evolution of the junior master gardener program in third grade classrooms. HortTechnology, 15, 443-447.
  • Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education 14(1), 24-41.
  • Dyment, J. E., Bell, A. C. (2008). Grounds for health: The intersection of green school grounds and health-promoting schools. Environmental Education Research, 14(1), 77-90.
  • Ernst, J., Monroe, M. (2004). The effects of environment-based education on students' critical thinking skills and disposition toward critical thinking. Environmental Education Research,10(4), 507-22.
  • Graue, E. (2001). What's going on in the children's garden? Kindergarten today, Young Children, 56(3), 67-73.
  • Harlen, W., Simon, S. (2001). Elementary school science and the rise and rise ofprimary science. School Science Review, 82(300), 49-57.
  • Hazzard, E. L., Moreno, E., Beall, D.B., Zidenberg-Cherr, S. (2011). Best practices models for ımplementing, sustaining, and using ınstructional school gardens in California. Journal of Nutrition Education and Behavior, 43(5), 409-413.
  • Heim, S., Stang, J., Ireland, M. (2009). A garden pilot Project enhances fruit and vegetable consumption among children, Journal of American Dietetic Association, 109(7), 1220-1226.
  • Kane, L. (2004). Educators, learners, and active learning methodologies. International Journal of Lifelong Education, 23(3), 275-286. ISSN: 1305-020
  • Klemmer, C. D., Waliczek, T. M., Zajicek, J. M. (2005a). Development of a science achievement evaluation instrument for a school garden program. HortTechnology, 15(3), 433-438.
  • Klemmer, C. D., Waliczek, T. M., Zajicek, J. M. (2005b). Growing minds: The effect of a school gardening program on the science achievement of elementary students. HortTechnology, 15(3), 448-552.
  • Kohlstedt, S. G. (2008). “A better crop of boys and girls”: The school gardening movement 1890-1920. History of Education Quarterly, 48(1), 58-93.
  • Laçin-Şimşek, C. (2011). Fen öğretiminde okul dışı öğrenme ortamları. C. Laçin Şimşek (Ed.). Okul dışı öğrenme ortamları ve fen eğitimi (1-23), Ankara: Pegem Yayıncılık.
  • Lekies, K. S., Sheavly, M. E. (2007). Fostering children's ınterests in gardening. Applied Environmental Education and Communication, 6, 67-75.
  • Lieberman, G.A. and Hoody, L. L. (1998). Closing the achievement gap: Using the environment as an integrated context for learning. San Diego, CA: State Education and Environment Roundtable.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, North Carolina: AlgonquinBooks.
  • Lownds, N. (2000). Millennium focus children's gardening: Growing the next generation. The American Gardener, 19-24.
  • Malone, K., Tranter, P. J. (2003). School grounds as sites for learning: Making the most of environmental opportunities. Environmental Education Research, 9(3), 283-303.
  • Maloof, J. (2006). Experience this: The experiental approach to teaching environmental issues. Applied Environmental Education and Communication, 5(3), 193-197.
  • Mayer-Smith, J., Bartosh, O., Peterat, L. (2007). Teaming children and elders to grow food and environmental consciousness, Applied Environmental Education and Communication, 6(1), 77-85.
  • McAleese, J. D., Rankin, L. L. (2007). Garden based nutrition education affects fruit and vegetable consumption in sixth grade adolescents. American Dietetic Association, 107, 662-665.
  • Miller, M. A. (2005). An exploration of children's gardens: Reported benefits, recommended elements, and preferred visitor autonomy. Unpublished doctoral dissertation, The Ohio State University, Columbus, OH.
  • Moore, R.C. (1996). Outdoor settings for playing and learning: Designing school grounds to meet the needs of the whole child and whole curriculum. North American Montessori Teacher's Association Journal, 21(3), 97-120.
  • Ozer, E.(2007). The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development. Health Education & Behavior, 34(6), 846-863.
  • Rahm, J. (2002). Emergent learning opportunities in an inner-city youth gardening program. Journal of Research in ScienceTeaching, 39, 164-184.
  • Ratcliffe, M. M., Merrigan, K. A., Rogers, B. L., Goldberg, J. P. (2009). The effects of school garden experiences on middle school-aged students' knowledge, attitudes and behaviors associated with vegetable consumption, Health Promotion Practice January, 12(1), 36¬43.
  • Shair, G. (1999). A history of children's gardens, The Public Garden, 99(14), 9-11.
  • Skelly, S. M., Bradley, J. C. (2007). The growing phenomenon of school gardens: Measuring their variation and their affect on students' sense of responsibility and attitudes toward science and the environment. Applied Environmental Education and Communication, 6, 97-104.
  • Skelly, S. M., Zajicek, J. M. (1998). Theeffect of an interdisciplinary garden program in the environmental attitudes of elementary school students. Hortechnology, 8(4),579-583.
  • Smith, L. L., Motsenbocker, C. E. (2005). Impact of hands-on science through school gardening in Louisiana publicelementary schools. HortTechnology, 15, 439-443.
  • Sparrow, L. (2008). Real and relevant mathematics: Is it realistic in the clasroom? Australian Primary Mathematics Classroom, 13(2), 4-8.
  • Tangen, D., Fielding-Barnsley, R. (2007). Environmental education in a culturally diverse school. Australian Journal of Environmental Education, 23, 23-30.
  • Taylor, A. F., Kuo, F., Sullivan, W. C. (2001). Coping with add: The surprising connection to green play setting. Environment and Behavior, 33(1), 54-77.
  • Thrive, (2006). Learning under the sky: The benefits of gardening for children with special educational needs, http://www.thrive.org adresinden 10.10.2010 tarihinde edinilmiştir.
  • Ürey, M., Çepni, S. (2014a). Fen temelli ve Disiplinlerarası okul bahçesi programının öğrencilerin fen ve teknoloji dersine yönelik tutumları üzerine etkisinin farklı değişkenler açısından değerlendirilmesi, Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 537-548.
  • Ürey, M., Çepni, S. (2014b). Serbest etkinlik çalışmaları dersine yönelik bir program önerisi: Okul bahçesi programı, Milli Eğitim Dergisi, 202, 37-58.
  • Ürey, M. (2013). Serbest etkinlik çalışmaları dersine yönelik fen temelli ve disiplinlerarası okul bahçesi programının geliştirilmesi ve değerlendirilmesi, Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi, Trabzon.
  • Ürey, M., Çepni, S. (2015). Fen temelli ve disiplinlerarası okul bahçesi programının bazı fen ve teknoloji dersi kazanımları üzerine etkisinin farklı değişkenler açısından değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 166-184.
  • Ürey, M., Çepni, S., Kaymakçı, S. (2015). Fen temelli ve disiplinlerarası okul bahçesi programının bazı sosyal bilgiler öğretim programı kazanımları üzerine etkisinin değerlendirilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 7-29.
  • Ürey, M., Çepni, S., Köğce, D., Yıldız, C. (2013). Serbest etkinlik çalışmaları dersi kapsamında geliştirilen fen temelli ve disiplinlerarası okul bahçesi programının öğrencilerin bazı matematik kazanımları üzerine etkisinin değerlendirilmesi. Türk Fen Eğitimi Dergisi,10(3), 37-58.
  • Ürey, M., Göksu, V., Karaçöp, A. (2017). Teachers' views about school garden program developed for free activities course, Elementary Education Online, 16(1), 1-14.
  • Waliczek, T. M., Logan, P., Zajicek, J. M. (2003). Exploring the impact of outdoor environmental activities on children using a qualitative text data analysis system, HortTechnology, 13, 684-688.
  • Wells, N. (2000). At home with nature: Effects of ‘greenness' on children's cognitive functioning. Environment and Behavior, 32(6), 775-795.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mustafa Ürey 0000-0002-7753-7936

Yayımlanma Tarihi 29 Kasım 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 15 Sayı: 1

Kaynak Göster

APA Ürey, M. (2018). Bahçe Temelli Öğrenme Yaklaşımına Yönelik Eğilimler: Okul Bahçesi Uygulamaları Örneği (2000-2015). Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 1054-1080.