Integrating Outdoor School Learning into formal Curriculum: Designing Outdoor Learning Experiences and Developing OUutdoor Learning Framework for Pre-service Teachers
Yazarlar (1)
Doç. Dr. Gürol YOKUŞ Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | International Journal of Education Technology and Scientific Researches | ||
| Dergi ISSN | 2587-0238 | ||
| Dergi Tarandığı Indeksler | Education Full Text (H. W. Wilson) Database Covarage List | ||
| Makale Dili | İngilizce | Basım Tarihi | 12-2020 |
| Cilt / Sayı / Sayfa | 5 / 13 / 1330–1388 | DOI | – |
| Makale Linki | http://www.ijetsar.com/DergiTamDetay.aspx?ID=276 | ||
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| This study focuses on designing outdoor school learning experiences integrated into curriculum to provide motivation for achieving curriculum’s learning objectives. Within this study, pre-service teachers have experienced outdoor learning as a part of formal curriculum of their elective course. After experiencing outdoor activities in outdoor school environments, their perceptions have been explored about influences of outdoor school learning. Considering the nature of outdoor learning, this study includes 28 undergraduate students studying at Social studies education (n= 10), Preschool education (n= 8), Turkish language education (n= 6) and Primary school education (n= 4). This study adopts document analysis as research design, uses researcher’s observation notes and preservice teachers’ written reflective diaries about outdoor learning environments as data collection tools. Data analysis indicates that pre-service teachers enthusiastically support designing the curriculum of a course with outdoor learning experiences. They list “museums (n= 21)”,“science centers (n= 20)”,“national parks (n= 18)”, art galleries and artists’ studios (n= 18), planetariums (n= 15), botanic gardens (n= 12), historical places such as madrasah, castle (n= 11), places of business-including industry & media (n= 10), nature itself (n= 10)-as outdoor learning environments. They consider the most convenient learning activities in outdoor settings as “making experiments (n= 20)”, exploration tasks (n= 17), creativity tasks (n= 17),“imagination tasks (n= 16)”,“collaborative tasks (n= 16)” and “observation tasks (n= 14)”,“reflection tasks”(n= 12). They regard “teachers’ level of … |
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