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My Best Teacher is Nature: Teacher Activities Prepared Based on the Project of Nature-Based Education Applications in Preschool Period

Yıl 2019, Cilt: 8 Sayı: 1, 314 - 331, 30.03.2019
https://doi.org/10.15869/itobiad.488735

Öz

In this study, an applied education program was
organized for the purpose of enabling preschool teachers to prepare nature-based
science, mathematics, art and language activities (using nature and natural
materials) in pre-school education within the scope of the TUBITAK 4004 project.
Twenty five preschool education teachers working especially in eastern
provinces participated in the education program. Throughout the program which
lasted a week, the teachers were able to get familiar with natural values in
their immediate environment and learn how to use them in association with
science, mathematics and art activities in the preschool education program. At
the end of the education program, the teachers were asked to prepare a
nature-based activity file consisting of science, mathematics and art
activities. In this study, activities in the activity files prepared by the preschool
teachers were examined. Findings of the study indicated that the teachers who
had not applied nature activities so much before participating in the project
were able to prepare various activities using nature and natural materials by
the end of the study. Through this project, it is expected to start
nature-based education applications as from early ages in our country,
encourage teachers to use nature in their immediate environment in education
programs and popularize nature-based education in schools.
                                                          

Kaynakça

  • Akdağ, Z. (2014). Supporting New Early Childhood Education Teachers in Public Schools. Mersin University Journal of the Faculty of Education, 10(1), 35-48.Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom. Theory and guidelines for practice. Newyork and London: RoutledgeBerberoğlu, H., & Uygun, S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi. Mersin Journal of the Faculty of Education, 9(2), 33-42.Berk, L. E., & Meyers, A. B. (1996). Infants, children, and adolescents. Boston: Allyn and Bacon.Blatt, E., & Patrick, P. G. (2014). An exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education. Advance online publication. doi:10.1080/ 09500693.2014.918294Brage, C. (2012). Teaching technology outdoors. Linkoping. Carina BrageChakravarthi, S. (2009). Preschool teachers’ beliefs and practices of outdoor plan and outdoor environments. (Unpublished dissertation), University of North Carolina, USA.Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behaviour. Journal of Environmental Education Research, 13 (4), 437–452. doi:10.1080/13504620701581539.Cengizoğlu, S. (2013). Investigating potential of education for sustainable development program on pre-school children’s perceptions about human-environment relationship. Yayınlanmamış Yüksek Lisans Tezi). Ortadoğu Teknik Üniversitesi, Ankara.Collado, S., Staats, H., & Corraliza, J. A. (2013). Experiencing nature in children’s summer camps: Affective, cognitive and behavioural consequences. Journal of Environmental Psychology, 33, 37–44.Ernst, J. 2014. "Early Childhood Educators’ Use of Natural Outdoor Settings as Learning Environments: An Exploratory Study of Beliefs, Practices, and Barriers." Environmental Education Research 20 (6): 735-752.Ernst, J., & Tornabe, S. (2012). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Educational Research, 17(5), 577-59 Gerrish, M.K. (2014). An examination of teachers' lived experiences while working at nature-based preschool programs. (Unpublished doctoral dissertation). Walden University, USA.Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkisi [The effect of ecology based environmental education towards teachers’ opinions on environmental education]. Eğitim ve Bilim, 34 151). 30-43.Güner, Z. (2013). Envıronmental education in early childhood teacher training programs: Perceptıons and beliefs of pre-service teachers (Yayınlanmamış Yüksek Lisans Tezi). Ortadoğu Teknik Üniversitesi, Ankara.Güzelyurt, T., & Özkan, Ö. (2018). Early childhood teachers’ views related to environmental education in early childhood. Turkish Studies Educational Sciences, 13 (11), 651–668.Haktanır, G. ( 2014). Okul Öncesi Eğitime Giriş (8. bas) [Introduction to early childhood education 8th ed.] . Ankara: Anı.Kandır, A., Yurt, Ö. & Cevher-Kalburan, N. (2012). Comparing early childhood teachers and teacher candidates’ environmental attitudes. Educational Science: Theory and Practice, 12 (1), 317–327.Louv, R. (2016). Doğadaki son çocuk. Ankara: Tübitak YayınlarıMiller, D. L. (2007) The Seeds of Learning: Young Children Develop Important Skills Through Their Gardening Activities at a Midwestern Early Education Program. Applied Environmental Education & Communication, (6)1, 49-66.Oktay, A. (1999). Yaşamın sihirli yılları [Magical years of life]. İstanbul: Epsilon.Pramling Samuelsson, I., (2011). Why we should begin early with ESD: The role of Early Childhood Education. International Journal of Early Childhood,43 (2),103-118Smith, G. A., & Sobel, D.(2010). Place and community based education in schools. Newyork: Routledge.Sobel, D. (2014). Ekofobiyi aşmak. Doğa eğitiminde kalbin yeri. İstanbul: Yeni insan yayınevi.Temiz, Z., & Karaaslan-Semiz, G. (2017). Integrating outdoor environments and natural materials to early childhood education math and science activities. Paper presented at the 3rd Internatıonal congress on environmental researches and technology, Belgrad, Serbia.Torquati, J., & Ernst, J. A. (2013). Beyond the walls: Conceptualizing natural environments as “third educators”. Journal of Early Childhood Teacher Education, 34(2), 191-208.Uyanık-Balat, G. ( 2015). Okul Öncesi Eğitime Giriş (5. bas) [Introduction to early childhood education 5th ed.] . Ankara: Nobel. White, R. (2004). Young children’s relationship with nature: Its importance to children’s development and the earth of future. Erişim Tarihi: 18.02.2017 https://www.whitehutchinson.com/children/articles/childrennature.shtmlYılmaz, S. (2016). Outdoor environment and outdoor activities in early childhood education. Mersin University Journal of the Faculty of Education, 12(1): 423–437.

En iyi Öğretmenim Doğa: Okul öncesinde Doğa Temelli Eğitim Uygulamaları Projesi Kapsamında Hazırlanan Öğretmen Etkinlikleri

Yıl 2019, Cilt: 8 Sayı: 1, 314 - 331, 30.03.2019
https://doi.org/10.15869/itobiad.488735

Öz

Bu çalışmada TÜBİTAK 4004 projesi
kapsamında okul öncesi öğretmenlerine yönelik okul öncesinde fen, matematik ve
sanat etkinliklerini doğa temelli (doğayı ve doğal malzemeleri kullanarak)
hazırlayabilmeleri için uygulamalı bir eğitim programı düzenlenmiştir. Eğitim programına özellikle doğu illerinde görev yapan
25 okul öncesi öğretmeni katılmıştır. Bir hafta süren eğitim boyunca
öğretmenler yakın çevrelerindeki doğayı tanıyıp okul öncesi programında fen,
matematik ve sanat etkinlikleriyle ilişkilendirerek nasıl kullanabileceklerini
deneyimlemişlerdir. Eğitimin sonunda öğretmenlerden fen, matematik ve sanat etkinliklerinden
oluşan doğa temelli bir etkinlik dosyası hazırlamaları istenmiştir. Bu çalışmada
öğretmenlerin hazırladıkları etkinlik dosyasındaki etkinlikleri incelenmiştir. Çalışmanın bulguları göstermiştir ki bu projeye
katılmadan önce doğa etkinliklerini çok fazla uygulamayan öğretmenler
çalışmanın sonunda doğayı ve doğal malzemeleri kullanarak çok çeşitli
etkinlikler hazırlamışlardır. Bu proje ile ülkemizde doğa temelli eğitim
uygulamalarının küçük yaşlardan itibaren yerleşmesi ve öğretmenlerin yakın
çevresindeki doğayı eğitim programlarında kullanabilmeleri için teşvik
edilmeleri ve doğa temelli eğitimin okullarda yaygınlaşması hedeflenmektedir.                                       

Kaynakça

  • Akdağ, Z. (2014). Supporting New Early Childhood Education Teachers in Public Schools. Mersin University Journal of the Faculty of Education, 10(1), 35-48.Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom. Theory and guidelines for practice. Newyork and London: RoutledgeBerberoğlu, H., & Uygun, S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi. Mersin Journal of the Faculty of Education, 9(2), 33-42.Berk, L. E., & Meyers, A. B. (1996). Infants, children, and adolescents. Boston: Allyn and Bacon.Blatt, E., & Patrick, P. G. (2014). An exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education. Advance online publication. doi:10.1080/ 09500693.2014.918294Brage, C. (2012). Teaching technology outdoors. Linkoping. Carina BrageChakravarthi, S. (2009). Preschool teachers’ beliefs and practices of outdoor plan and outdoor environments. (Unpublished dissertation), University of North Carolina, USA.Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behaviour. Journal of Environmental Education Research, 13 (4), 437–452. doi:10.1080/13504620701581539.Cengizoğlu, S. (2013). Investigating potential of education for sustainable development program on pre-school children’s perceptions about human-environment relationship. Yayınlanmamış Yüksek Lisans Tezi). Ortadoğu Teknik Üniversitesi, Ankara.Collado, S., Staats, H., & Corraliza, J. A. (2013). Experiencing nature in children’s summer camps: Affective, cognitive and behavioural consequences. Journal of Environmental Psychology, 33, 37–44.Ernst, J. 2014. "Early Childhood Educators’ Use of Natural Outdoor Settings as Learning Environments: An Exploratory Study of Beliefs, Practices, and Barriers." Environmental Education Research 20 (6): 735-752.Ernst, J., & Tornabe, S. (2012). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Educational Research, 17(5), 577-59 Gerrish, M.K. (2014). An examination of teachers' lived experiences while working at nature-based preschool programs. (Unpublished doctoral dissertation). Walden University, USA.Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkisi [The effect of ecology based environmental education towards teachers’ opinions on environmental education]. Eğitim ve Bilim, 34 151). 30-43.Güner, Z. (2013). Envıronmental education in early childhood teacher training programs: Perceptıons and beliefs of pre-service teachers (Yayınlanmamış Yüksek Lisans Tezi). Ortadoğu Teknik Üniversitesi, Ankara.Güzelyurt, T., & Özkan, Ö. (2018). Early childhood teachers’ views related to environmental education in early childhood. Turkish Studies Educational Sciences, 13 (11), 651–668.Haktanır, G. ( 2014). Okul Öncesi Eğitime Giriş (8. bas) [Introduction to early childhood education 8th ed.] . Ankara: Anı.Kandır, A., Yurt, Ö. & Cevher-Kalburan, N. (2012). Comparing early childhood teachers and teacher candidates’ environmental attitudes. Educational Science: Theory and Practice, 12 (1), 317–327.Louv, R. (2016). Doğadaki son çocuk. Ankara: Tübitak YayınlarıMiller, D. L. (2007) The Seeds of Learning: Young Children Develop Important Skills Through Their Gardening Activities at a Midwestern Early Education Program. Applied Environmental Education & Communication, (6)1, 49-66.Oktay, A. (1999). Yaşamın sihirli yılları [Magical years of life]. İstanbul: Epsilon.Pramling Samuelsson, I., (2011). Why we should begin early with ESD: The role of Early Childhood Education. International Journal of Early Childhood,43 (2),103-118Smith, G. A., & Sobel, D.(2010). Place and community based education in schools. Newyork: Routledge.Sobel, D. (2014). Ekofobiyi aşmak. Doğa eğitiminde kalbin yeri. İstanbul: Yeni insan yayınevi.Temiz, Z., & Karaaslan-Semiz, G. (2017). Integrating outdoor environments and natural materials to early childhood education math and science activities. Paper presented at the 3rd Internatıonal congress on environmental researches and technology, Belgrad, Serbia.Torquati, J., & Ernst, J. A. (2013). Beyond the walls: Conceptualizing natural environments as “third educators”. Journal of Early Childhood Teacher Education, 34(2), 191-208.Uyanık-Balat, G. ( 2015). Okul Öncesi Eğitime Giriş (5. bas) [Introduction to early childhood education 5th ed.] . Ankara: Nobel. White, R. (2004). Young children’s relationship with nature: Its importance to children’s development and the earth of future. Erişim Tarihi: 18.02.2017 https://www.whitehutchinson.com/children/articles/childrennature.shtmlYılmaz, S. (2016). Outdoor environment and outdoor activities in early childhood education. Mersin University Journal of the Faculty of Education, 12(1): 423–437.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Zeynep Temiz 0000-0002-4436-9737

Güliz Karaarslan Semiz 0000-0003-2717-9998

Yayımlanma Tarihi 30 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 1

Kaynak Göster

APA Temiz, Z., & Karaarslan Semiz, G. (2019). En iyi Öğretmenim Doğa: Okul öncesinde Doğa Temelli Eğitim Uygulamaları Projesi Kapsamında Hazırlanan Öğretmen Etkinlikleri. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 8(1), 314-331. https://doi.org/10.15869/itobiad.488735

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İnsan ve Toplum Bilimleri Araştırmaları Dergisi  Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.