International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2021, Vol. 16(3) 89-113

A Qualitative Assessment on 'My School Rize Project'

Arzu Küçük & Nagihan Yıldırım

pp. 89 - 113   |  DOI: https://doi.org/10.29329/epasr.2021.373.6   |  Manu. Number: MANU-2102-16-0003.R1

Published online: September 20, 2021  |   Number of Views: 148  |  Number of Download: 636

Save PDF

Abstract

The use of out-of-classroom and/or school teaching environments has become increasingly important in recent years and is included in the 2023 educational vision document of the Turkish Ministry of National Education. Within the scope of this new vision of the document, provincial directorates of national education have started to plan various activities aiming at bringing teachers out of classes and/or especially schools. One of them is the "My School is Rize Project". In the scope of this project; a guide teaching material was prepared for the matching of course acquisitions with various out-of-school settings in Rize province with the participation of one representative teacher from all branches from pre-schools to high schools. The first researcher was one of the participants of this project. This study aimed to present the views of the teachers who had worked on the preparation period of this material. Based on the qualitative paradigm, the data were collected through semi-structured interviews from the twenty teachers at the end of the project. The data obtained from each question were subjected to descriptive analysis after being transcribed. The results were interpreted in line with the codes and categories that emerged from the analysis. In line with the critical results of the study, some suggestions were made to various stakeholders such as national education directorates, teachers, and also researchers to use out-of-classroom and/or school teaching environments.

Keywords: My School is Rize Project, Out-of-School Learning, Teacher Education

How to Cite this Article?

APA 6th edition
Kucuk, A. & Yildirim, N. (2021). A Qualitative Assessment on 'My School Rize Project' . Educational Policy Analysis and Strategic Research, 16(3), 89-113. doi: 10.29329/epasr.2021.373.6

Harvard
Kucuk, A. and Yildirim, N. (2021). A Qualitative Assessment on 'My School Rize Project' . Educational Policy Analysis and Strategic Research, 16(3), pp. 89-113.

Chicago 16th edition
Kucuk, Arzu and Nagihan Yildirim (2021). "A Qualitative Assessment on 'My School Rize Project' ". Educational Policy Analysis and Strategic Research 16 (3):89-113. doi:10.29329/epasr.2021.373.6.
References
  1. Ainsworth, H. L., & Eaton, S. E. (2010). Formal, non-formal, and informal learning in the sciences. Calgary: Onate Press. [Google Scholar]
  2. Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator, 49(3), 364-386. [Google Scholar]
  3. Anderson, D., Lucas, K. B., Ginns, I. S., Lynn, D., & Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658-679. [Google Scholar]
  4. Atmaca, S. (2012). Derslik dışı fen etkinlikleri ve bu etkinliklere dayalı öğretimin öğretmen adayları üzerindeki etkileri [Outdoor education activities in science education and effects of these activities on pre-service teachers] (Unpublished doctoral thesis). Hacettepe University, Ankara. [Google Scholar]
  5. Aydın, S., Hasiloglu, M. A., & Kunduraci, A. (2016). Fen bilimleri öğretmenlerinin ders dışı etkinlikleri kullanmada özyeterlik algılarının farklı değişkenler açısından incelenmesi [Evaluation of science teachers’ usage of extracurricular activities with respect to various variables]. International Journal of Education, Science and Technology, 2(2), 94-103. [Google Scholar]
  6. Ayotte-Beaudet, J. P., Potvin, P., & Lapierre, H. G. (2017). Teaching and learning science outdoors in schools’ immediate surroundings at K-12 levels: A meta-synthesis. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5343-5363. [Google Scholar]
  7. Bakioglu, B., & Karamustafaoglu, O. (2014). Okul dışı ortamlarda fen eğitimi: Diyaliz merkezine teknik bir gezi [Outdoor science education: Technical visit to a dialysis center]. Turkish Journal of Teacher Education, 3(2), 15-26. [Google Scholar]
  8. Balkan Kiyici, F., & Atabek Yigit, E. (2010). Sınıf duvarlarının ötesinde fen eğitimi: Rüzgâr santraline teknik gezi [Science education beyond the classroom: A field trip to wind power plant]. International Online Journal of Educational Sciences, 2(1), 225-243. [Google Scholar]
  9. Bozdogan, A. E. (2007). Bilim ve teknoloji müzelerinin fen öğretimindeki yeri ve önemi [Role and importance of science and technology in education] (Unpublished doctoral thesis). Gazi University, Ankara. [Google Scholar]
  10. Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373-1388. [Google Scholar]
  11. Buyukkaynak, E., Ok, Z., & Aslan, O. (2016). Fen bilimleri öğretmenlerinin fen eğitiminde okul dışı öğrenme ortamlarına yönelik görüşleri [Science teachers’ views on out-of-school learning environments in science education]. Kafkas University Journal of the Institute of Social Sciences, 1, 43-60. [Google Scholar]
  12. Coskun Keskin, S., & Kaplan, E. (2012). Sosyal bilgiler ve tarih eğitiminde okul dışı öğrenme ortamı olarak oyuncak müzeleri [Toys museums as out- of- school learning method in social studies and history education]. Electronic Journal of Social Sciences, 11(41), 95-115. [Google Scholar]
  13. Cresswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd Ed.). Sage Publication. [Google Scholar]
  14. Cicek, O., & Sarac, E. (2017). Fen Bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri [Science teachers' opinions about experience in out of school learning environments]. Ahi Evran University Journal of Kırsehir Education Facuty, 18(3), 504-522. [Google Scholar]
  15. Chantrell, G. (2015). Challenges, as perceived by teachers, to learning outdoors (Unpublished master thesis). Nanaimo: Vancouver Island University [Google Scholar]
  16. Demir, N., & Oner Armagan, F. (2018). Okul dışı öğrenme ortamlarına yönelik fen bilgisi öğretmenlerinin görüşleri: Planetaryum [Science teachers views about informal learning environments: Planetarium] Journal of Social And Humanities Sciences Research, 5(30), 4241-4248. [Google Scholar]
  17. DeWitt, J., & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory end practice. International Journal of Science Education, 29(6), 685-710. [Google Scholar]
  18. DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. https://doi.org/10.1080/10645570802355562 [Google Scholar] [Crossref] 
  19. Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-111. [Google Scholar]
  20. Ernst, J., & Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 2(1), 97-122. [Google Scholar]
  21. Ernst, J. (2013). Early childhood educators’ use of natural settings as learning environments: An exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735-752. [Google Scholar]
  22. Ertas, H., Sen, A. I., & Parmaksizoglu, A. (2011). Okul dışı bilimsel etkinliklerin 9. sınıf öğrencilerinin enerji konusunu günlük hayatla ilişkilendirme düzeyine etkisi [The effects of out-of school scientific activities on 9th grade students’ relating the unit of energy to daily life]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(2), 178-198. [Google Scholar]
  23. Eryaman, M. Y., Ozdilek, S. Y., Okur, E., Cetinkaya, Z. & Uygun, S. (2010). A participatory action research study of nature education in nature: Towards community-based ecopedagogy. International Journal of Progressive Education, 6(3), 53-70. [Google Scholar]
  24. Gerber, B. L., Marek, E. A., & Cavallo, A. M. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535-549. [Google Scholar]
  25. Griffin, J. (2004). Research on students and museums: looking more closely at the students in school groups. Science Education, 88(1), 59-70. [Google Scholar]
  26. Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779. [Google Scholar]
  27. Hannu, S. (1993). Science center education: Motivation and learning in informal education (Unpublished doctoral dissertation). Helsinki University. [Google Scholar]
  28. Jarvis, T., & Pell, A. (2005). Factors influencing elementary school children’s attitudes toward science before, during, and after a visit to the U.K. National Space Centre. Journal of Research in Science Teaching, 42(1), 53-83. [Google Scholar]
  29. Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education. International Journal of Science Education,  [Google Scholar]
  30. Kucuk, A. (2020). Fen bilimleri 5. sınıf insan ve çevre ünitesinin okul dışı öğrenme ortamında öğretimi [Teaching the grade-5 human and environment unit of science course in an out-of-school learning environment] (Unpublished doctoral thesis). Recep Tayyip Erdogan University, Rize. [Google Scholar]
  31. Kucuk, A., & Kucuk, M. (2019). Türkiye’de okul dışı öğrenme ortamlarına yönelik yapılan lisansüstü tezlerin içerik analizi [A content analysis study of the graduate thesis related to outdoor learning environments in Turkey]. In D. Koksal (Eds.), X. International Congress on Research in Education Proceedings Book, (pp. 502-510). http://ulead2019.ulead.org.tr/files/50/editor/files/ulead_2019(10).pdf [Google Scholar]
  32. Kucuk, A., & Yildirim, N. (2019). Doğa eğitimi ve doğa okulları [Nature education and nature schools]. In A. I. Sen (Eds.), Okul dışı öğrenme ortamları [Out of school learning environments], (pp. 246-272). Ankara: Pegem Academy. [Google Scholar]
  33. Kucuk, A., & Yildirim, N. (2020). The effect of out-of-school learning activities on 5th grade students’ science, technology, society and environment views. Turkish Journal of Teacher Education, 9(1), 37-63. [Google Scholar]
  34. Lacin Simsek, C. (2011). Fen öğretiminde okul dışı öğrenme ortamları [Out-of-school learning environments in science teaching]. In C. Laçin Şimşek (Eds.), Okul dışı öğrenme ortamları ve fen eğitimi [Out-of-school learning environments and science education], (pp. 1-23). Ankara: Pegem Academy. [Google Scholar]
  35. Martin, L. M. (2004). An emerging research framework for studying informal learning and schools. Science Education, 88, 71-82. [Google Scholar]
  36. Mirka, G. (2014). Factors which influence teachers’ use of outdoor classrooms. The Journal of Environmental Education, 19(2), 25-33. [Google Scholar]
  37. Morag, O., Tal, T., & Rotem-Keren, T. (2013). Long-term educational programs in nature parks: Characteristics, outcomes, and challenges. International Journal of Environmental & Science Education, 8(3), 427-449. [Google Scholar]
  38. NME. (2019). Millî Eğitim Bakanlığı Eğitim Kurumları Sosyal Etkinlikler Yönetmeliği [Educational Institutions Social Activities Regulation]. Ankara: National Ministry of Education. [Google Scholar]
  39. Okur Berberoglu, E., & Uygun, S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi [Examining of outdoor education development in the world and in Turkey]. Mersin University Journal of the Faculty of Education, 9(2), 32-42. [Google Scholar]
  40. Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097–1119. [Google Scholar]
  41. Pedretti, E. G. (2004). Perspectives on learning through research on critical issues‐based science center exhibitions. Science Education, 88(1), 34-47. [Google Scholar]
  42. Rivkin, M. S. (2000). Outdoor experiences for young children. ERIC. https://files.eric.ed.gov/fulltext/ED448013.pdf adresinden alındı. [Google Scholar]
  43. Rogoff, B., Callanan, M. A., Gutierrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401.  [Google Scholar]
  44. Sarisan-Tungac, A., & Unaldi-Coral, M. N. (2017). Fen bilimleri öğretmenlerinin okuldışı (doğa deneyimine dayalı) eğitime yönelik görüşlerinin değerlendirilmesi [Evaluation of science teachers' views towards outdoor (nature-based) education]. International Journal of Eurasia Social Sciences, 8(26), 24-42. [Google Scholar]
  45. Smith-Sebasto, N. J., & Smith, T. L. (1997). Environmental education in Illinois and Wisconsin: A tale of two states. The Journal of Environmental Education, 28(4), 26-36. [Google Scholar]
  46. Sontay, G., & Karamustafaoğlu, O. (2017). Fen bilimleri öğretmenlerinin gezi düzenlemeye ilişkin öz-yeterlilik inançlarının incelenmesi [Investigation of science teachers’ self-efficacy beliefs related to trip arrangement]. H. U. Journal of Education, 32(4), 863-879 [Google Scholar]
  47. Sozer, Y., & Oral, B. (2016). Sınıf içi öğrenmelerini destekleyen okul dışı aktif öğrenme süreci: Bir meta sentez çalışması [Supplementary active outdoor learning process for classroom learning: A meta-synthesis study]. International Journal of Eurasia Social Sciences, 7(22), 278-310. [Google Scholar]
  48. Sahin, F., & Saglamer‐Yazgan, B. S. (2013). Araştırmaya dayalı sınıf dışı laboratuvar etkinliklerinin öğrencilerin akademik başarısına etkisi [The effect of inquiry based outdoor laboratory activities on academic achievements of students]. Sakarya University Journal of Education, 3(3), 107-122. [Google Scholar]
  49. Sen, A. I. (2019). Okul dışı öğrenme nedir? [What is out-of-school learning?], In A. I. Sen (Eds.), Okul dışı öğrenme ortamları [Out of school learning environments], (pp. 2-18). Ankara: Pegem Academy. [Google Scholar]
  50. Tatar, N., & Bagriyanik, K. E. (2012). Fen ve teknoloji dersi öğretmenlerinin okul dışı eğitime yönelik görüşleri [Opinions of science and technology teachers about outdoor education]. Elementary Education Online, 11(4), 883-896. [Google Scholar]
  51. Thomas, G. (2010). Facilitator, teacher, or leader? managing conflicting roles in outdoor education. Journal of Experiential Education, 32(3), 239–254. [Google Scholar]
  52. Turkmen, H. (2018). Ortaokul öğretmenlerinin sınıf-dışı ortamlarda öğretime bakış açıları [Perspectives of secondary school teachers about out-door teaching]. Journal of Ege Social Science, 1(1), 12-26. [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 3

September 2021

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.