Research Article
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Orman Okulu Uygulamalarının Okul Öncesi Dönem Çocukları Üzerindeki Etkilerinin Değerlendirilmesi

Year 2022, Volume: 3 Issue: 1, 167 - 195, 21.03.2022
https://doi.org/10.54637/ebad.1074499

Abstract

Bu araştırmanın amacı okul öncesi eğitiminde alternatif öğrenme yaklaşımlarından orman okulu uygulamalarının okul öncesi dönem çocukları üzerindeki etkilerinin değerlendirilmesidir. Günümüzde öğrenen merkezli, beceriyi temel alan, çocukların doğal merakını güdüleyen, birincil elden deneyimleri ön plana çıkaran, çocuğun ne öğrendiğinden çok nasıl öğrendiği ile ilgilenen yaratıcılık, tahmin ve analiz becerilerini dikkate alan alternatif eğitim yaklaşımlarına yönelim artmaktadır. Bu doğrultuda söz konusu yaklaşımların eğitime faydalarının belirlenmesi ve değerlendirilmesi büyük önem taşımaktadır. Araştırmada nicel araştırma yöntemlerinden olgu bilim yöntemi kullanılmıştır. Araştırmanın örneklemine beş çocuk, beş aile ile kurumda çalışan beş öğretmen katılmıştır. Araştırmanın veri toplama aracını yarı yapılandırılmış görüşme formu ve çocuklar için “Orman İzlenimleri” gözlem formu oluşturmaktadır. Araştırmanın nitel verileri iki veri kodlayıcısı tarafından analiz ederek kod ve temalara ulaşmıştır. Her tema başlığı altındaki kodların uyum değerleri Cohen Kappa değeri ile hesaplanmıştır. İki veri kodlayıcısı ile elde edilen kod ve temaların modellenmesinde N-Vivo nitel veri analiz program kullanılmıştır. Elde edilen bulgulara göre orman okulu yaklaşımının okul öncesi dönem çocukları üzerinde olumlu etkileri olduğu saptanmıştır.

Supporting Institution

Çanakkale Onsekiz Mart Üniversitesi Bilimsel Araştırma Projeleri

Project Number

SYL-2019-2936

Thanks

Çanakkale Onsekiz Mart Üniversitesi Bilimsel Araştırma Proje birimine desteklerinden dolayı teşekkür ederiz.

References

  • Beery, T. H., and D. Wolf-Watz (2014). Nature to Place: Rethinking the Environmental Connectedness Perspective. Journal of Environmental Psychology, 40, 198–205. doi: 10.1016/j.jenvp.2014.06.006
  • Beames, S., Higgins, P. J. & Nicol, R. (2011). Learning outside the classroom: Theory and guidelines for practice. Abingdon: Routledge, Taylor & Francis Group.
  • Blackwell, S. (2005). Forest schools; if you go down to the woods today. Horizon, pp 10-15.
  • Dahlgren, L.O. & Szczepanski, A. (2005). Outdoor Education: Literacy Education and Sensory Experience: An Attempt at Defining The Identity of Outdoor Education. Kisa. Sweden: KisaTryckeriet AB.
  • Davis, B., & Waite, S. (2005). Forest Schools: An Evaluation of the Opportunities and Challenges in Early Years. Final Report. January 2005.
  • Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education,15(2), 24-35.
  • Erdoğan, M., & Özsoy, A. M. (2007). Graduate students’ perspectives on the human-environment relationship. Journal of Turkish Science Education, 4(2), 21-30.
  • Forest School Association (2016). Forest School Association. Retrieved from https://i1.wp.com/www.forestschoolassociation.org/wp
  • Griffiths, E., Elniff-Larsen, A. & Jones, L. (2010). Evaluation of the Ysgol Llanfair Forest School. Retrieved from http://www.forestry.gov.uk/forestry/INFD-8PKKXQ.
  • Hargrave J. (2003). Take it Outside: Administrators Perspectives on the Role of Nature in Outdoor Schools, University of North Carolina, Chapel Hill.
  • Higgins, P. & Nicol, R. (2002). Outdoor Education: Authentic learning in the context of landscapes, 2, Sweden: Kinda Education.
  • Knight, S. (2011). Forest School as a Way of Learning in the Outdoors in the UK. International Journal for Cross-Disciplinary Subjects in Education, 1(1), 590-595.
  • Koyuer, M. (2017). Nature Schools: A Research About Ecotourism and A Model School For Turkey.(Unpublished Master Thesis)İzmir Kâtip Çelebi Üniversity , Institute of Science, İzmir.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
  • Mackinder, M. (2017). Footprints in the woods: ‘Tracking’ a nursery child through a Forest School session. Education, 45(2). 3-13.
  • Maller, Cecily and Townsend, Mardie (2006), Children's mental health and wellbeing and hands-on contact with nature, International journal of learning, 4(12) 359-372.
  • Maynard, T. (2007). Forest schools in Great Britain: An initial exploration, Contemporary Issues In Early Childhood, 8 (4), pp. 320-331.
  • Mulveen, R. & Hepworth, J. (2006). An interpretative phenomenological analysis of participation in a pro-anorexia internet site and its relationship with disordered eating. Journal of health psychology,11(2), 283-96.
  • Norodahl, K. & Einarsdottir, J., (2015). Children’s views and preferences regarding their outdoor environment. Journal of Advanture Education and Outdoor Learning, 15(2), 152-167.
  • O’Brien, L. (2009). Learning Outdoors: The Forest School approach, Education, 37 (1), pp.45-60.
  • O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
  • Rea, T. & Waite, S. (2009). International Perspectives on Outdoor and Experiential Learning. Education. International Journal of Primary, Elementary and Early Years Education,3 (13). 1-4.
  • Strasburger, V. C., & Donnerstein, E. (1999). Children, adolescents, and the media: Issues and solutions. Pediatrics, 103, 129–139.
  • Viera, A.J. & Garrett, J.M. (2005). Understanding interobserver agreement: the Kappa statistic. Fam. Med. 37, 360–363.
  • Wake, M., Hesketh, K., & Waters, E. (2003). Television, computer use and body mass index in Australian primary school children. Journal of Paediatrics and Child Health, 3 9(2), 130–134.
  • Waller, T. (2005). This is the way we go to the park. Recording and evaluating young children’s knowledge and perspectives of geography. British Educational Research Association (BERA) Annual Conference, University of Glamorgan, Wales.

Effects of Forests School Practices on Preschool Children

Year 2022, Volume: 3 Issue: 1, 167 - 195, 21.03.2022
https://doi.org/10.54637/ebad.1074499

Abstract

The aim of this study is to evaluate the effects of forest school practices, one of the alternative learning approaches in preschool education, on preschool children. Today, alternative education approaches that are learner-centered and skill-based, stimulate children’s natural curiosity, emphasize first-hand experiences, deal with how the child learns rather than what he/she learns, and considers creativity, prediction and analysis skills. Accordingly, it is of great importance to determine and evaluate the benefits of these educational approaches to education. In the study was used phenomenology design, one of the qualitative research methods. The sample of this study consists of five children, five families and five teachers working in the institution. As data collection tools for the study were used semi-structured interview forms for families and teachers and “Forest Impressions” observation form for children. The analysis of the interview questions in the research were transformed into codes and themes separately by two data coders. In addition, the codes and themes transformed by different data encoders were compared by two data encoders. The consistency value was calculated with the Cohen Kappa coefficient in the codes collected under the theme title of each theme. The codes and themes obtained from the research data were modeled using the N-Vivo qualitative data analysis program. According to the findings, it shows that the forest school approach has positive effects on preschool children.

Project Number

SYL-2019-2936

References

  • Beery, T. H., and D. Wolf-Watz (2014). Nature to Place: Rethinking the Environmental Connectedness Perspective. Journal of Environmental Psychology, 40, 198–205. doi: 10.1016/j.jenvp.2014.06.006
  • Beames, S., Higgins, P. J. & Nicol, R. (2011). Learning outside the classroom: Theory and guidelines for practice. Abingdon: Routledge, Taylor & Francis Group.
  • Blackwell, S. (2005). Forest schools; if you go down to the woods today. Horizon, pp 10-15.
  • Dahlgren, L.O. & Szczepanski, A. (2005). Outdoor Education: Literacy Education and Sensory Experience: An Attempt at Defining The Identity of Outdoor Education. Kisa. Sweden: KisaTryckeriet AB.
  • Davis, B., & Waite, S. (2005). Forest Schools: An Evaluation of the Opportunities and Challenges in Early Years. Final Report. January 2005.
  • Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education,15(2), 24-35.
  • Erdoğan, M., & Özsoy, A. M. (2007). Graduate students’ perspectives on the human-environment relationship. Journal of Turkish Science Education, 4(2), 21-30.
  • Forest School Association (2016). Forest School Association. Retrieved from https://i1.wp.com/www.forestschoolassociation.org/wp
  • Griffiths, E., Elniff-Larsen, A. & Jones, L. (2010). Evaluation of the Ysgol Llanfair Forest School. Retrieved from http://www.forestry.gov.uk/forestry/INFD-8PKKXQ.
  • Hargrave J. (2003). Take it Outside: Administrators Perspectives on the Role of Nature in Outdoor Schools, University of North Carolina, Chapel Hill.
  • Higgins, P. & Nicol, R. (2002). Outdoor Education: Authentic learning in the context of landscapes, 2, Sweden: Kinda Education.
  • Knight, S. (2011). Forest School as a Way of Learning in the Outdoors in the UK. International Journal for Cross-Disciplinary Subjects in Education, 1(1), 590-595.
  • Koyuer, M. (2017). Nature Schools: A Research About Ecotourism and A Model School For Turkey.(Unpublished Master Thesis)İzmir Kâtip Çelebi Üniversity , Institute of Science, İzmir.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
  • Mackinder, M. (2017). Footprints in the woods: ‘Tracking’ a nursery child through a Forest School session. Education, 45(2). 3-13.
  • Maller, Cecily and Townsend, Mardie (2006), Children's mental health and wellbeing and hands-on contact with nature, International journal of learning, 4(12) 359-372.
  • Maynard, T. (2007). Forest schools in Great Britain: An initial exploration, Contemporary Issues In Early Childhood, 8 (4), pp. 320-331.
  • Mulveen, R. & Hepworth, J. (2006). An interpretative phenomenological analysis of participation in a pro-anorexia internet site and its relationship with disordered eating. Journal of health psychology,11(2), 283-96.
  • Norodahl, K. & Einarsdottir, J., (2015). Children’s views and preferences regarding their outdoor environment. Journal of Advanture Education and Outdoor Learning, 15(2), 152-167.
  • O’Brien, L. (2009). Learning Outdoors: The Forest School approach, Education, 37 (1), pp.45-60.
  • O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
  • Rea, T. & Waite, S. (2009). International Perspectives on Outdoor and Experiential Learning. Education. International Journal of Primary, Elementary and Early Years Education,3 (13). 1-4.
  • Strasburger, V. C., & Donnerstein, E. (1999). Children, adolescents, and the media: Issues and solutions. Pediatrics, 103, 129–139.
  • Viera, A.J. & Garrett, J.M. (2005). Understanding interobserver agreement: the Kappa statistic. Fam. Med. 37, 360–363.
  • Wake, M., Hesketh, K., & Waters, E. (2003). Television, computer use and body mass index in Australian primary school children. Journal of Paediatrics and Child Health, 3 9(2), 130–134.
  • Waller, T. (2005). This is the way we go to the park. Recording and evaluating young children’s knowledge and perspectives of geography. British Educational Research Association (BERA) Annual Conference, University of Glamorgan, Wales.
There are 26 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Tuğçe Kanat 0000-0002-2172-3828

Serdar Arcagök 0000-0002-4937-3268

Project Number SYL-2019-2936
Early Pub Date March 21, 2022
Publication Date March 21, 2022
Published in Issue Year 2022 Volume: 3 Issue: 1

Cite

APA Kanat, T., & Arcagök, S. (2022). Effects of Forests School Practices on Preschool Children. Eğitim Bilim Ve Araştırma Dergisi, 3(1), 167-195. https://doi.org/10.54637/ebad.1074499



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