Okul Dışı Öğrenme Ortamı Olarak Doğa Eğitiminin Çevre Bilgisi ve Tutum Üzerine Etkisi

Year 2021, Volume: 7 Issue: 1, 1 - 18, 30.09.2021

Fatma Bakar , Çağrı Avan , Bahattin Aydınlı , Fatih Şeker , Burhan Turgut

Abstract

Doğa eğitimlerin temel amacı öğrencilerin sürdürülebilir bir gelecek ve yaşanabilir bir çevre için doğayı tanımalarına ve anlamalarına yardımcı olacak, bireyleri doğayla bütünleştirecek bir eğitim vererek yaşadığı dünyanın önemini kavratmaktır. Bu açıdan ekoloji temelli doğa eğitimleri uygulanması ve sonuçlarının değerlendirilmesi oldukça önemlidir. Bu çalışmanın amacı, doğa temelli eğitimin, ilköğretim 7. ve 8. sınıf öğrencilerinin çevresel tutum ve akademik başarıları üzerindeki etkilerini araştırmaktır. Bu bağlamda çalışmada tek grup öntest-sontest deney tasarımı kullanılmıştır. Çalışma grubu tabakalı örneklem yöntemi ile belirlenmiştir. Bu kapsamda dezavantaj durumlarına göre 2015-2016 eğitim-öğretim yılında Kastamonu ilinde bulunan yedinci ve sekizinci sınıf düzeyinde öğrenim gören 47 yedinci ve sekizinci sınıf öğrencisi seçilmiş ve öğrenciler çalışmaya katılmaya gönüllü olmuştur. Veri toplama aracı olarak çevresel bilgi testi ve çevreye yönelik tutum ölçeği kullanılmıştır. Veriler bağımlı örnekler için t-testi ile analiz edilmiştir. Öğrencilerin eğitim sonucunda bilgi düzeylerinde önemli derecede bir artış olduğu ve tutumlarında da olumlu yönde değişim gerçekleştiği tespit edilmiştir. Bu bulgulara göre doğa eğitiminin amacına hizmet ettiği ve yaygınlaştırılması gerektiği sonucuna ulaşılmıştır.

Keywords

doğa eğitimi, ekoloji, sürdürülebilir çevre

Effects of Nature Education on Environmental Knowledge and Attitude as an out of School Learning Environment

Abstract

The main purpose of nature education is to help students to recognize and understand nature for a sustainable future and a liveable environment, to teach the importance of the world in which they live by providing education that integrates individuals with nature. In this respect, it is very important to implement nature education and to evaluate the results. The purpose of this study was to investigate the effects of nature education on the environmental attitude and academic achievement of the primary schools' 7th and 8th grade students. In this context, single group pretest-posttest experimental design was used in the study. The study group was determined by the stratified sampling method. In this context, 47 seventh and eighth grade students in the province of Kastamonu in the 2015-2016 academic year were selected according to their disadvantages and volunteered to participate in the study. As a data collection tool, environmental knowledge testing and attitude scale towards environment were used. The data was analyzed by t-test for dependent samples. As a result of the education, it was found that there was a significant increase in the knowledge level of the students and a positive change in their attitudes. According to these findings, it is concluded that nature education serves its purpose and should be expanded.

Keywords

Nature Education, Ecology, Sustainable Environment

References

• Atasoy, E. and Ertürk, H. (2008). A field study about environmental knowledge and attitudes of elementary school students. Erzincan University Journal of Education Faculty (EUJEF), 10(1), 105-122.
• Bozdoğan, A. E. (2007). Students interests towards science fields about exhibitions in science centers: Feza Gursey Science Center in Turkey. Natural Science Education. 2 (19), 5-17.
• Bradley, J. C., Waliczek, T. M. and Zajıcek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. Journal of Environmental Education, 30(3), 17-21.
• Brody, M. (2005). Learning in nature. Environmental Education Research, 11(5), 603-621. https://doi.org/10.1080/13504620500169809
• Bichelmeyer, B. A., Marken, J., Haris, T., Misanchuk, M. and Hixon, E. (2009). Fostering affective development outcomes in instructional- design theories and models, Volume III (Ed. Charles M. Reigeluth and Alison A. Carr-Chellman. New York: Routledge Publishing.
• Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara: Pegem Akademi.
• Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. and Demirel, F. (2010). Scientific research methods. Ankara: Pegem Akademi.
• Cappellaro, E., Ünal Çoban, G., Akpınar, E., Yıldız, E. and Ergin, Ö. (2011). Yetişkinler için yapılan uygulamalı çevre eğitimine bir örnek: Su farkındalığı eğitimi [Applied environmental education for adults an example: Water awareness training]. Journal of Turkish Science Education, 8(2), 157-173.
• Carrier, A. M. (2004). The emergence of democratic educational and experiential educational philosophies in the practice of outdoor education (Unpublished master's thesis). Master of Art Thesis, University of Toronto, Canada
• Cheeseman, A. and Wright, T. (2018). Examining environmental learning experiences at an earth education summer camp. Envıronmental Educatıon Research. https://doi.org/10.1080/13504622.2018.1509301
• Cumberbatch, A. R. (1999). The effect of outdoor environmental education on ın-class behaviors of sixth, seventh and eighth grade students (Unpublished master's thesis). PhD Thesis, The Union Institute Graduate College, Cincinnati, Ohio.
• Erdoğan, M. (2011). The effects of ecology-based summer nature education program on primary school students’ environmental knowledge, environmental affect and responsible environmental behavior. Educational Sciences: Theory & Practice, 11(4), 2233-2237
• Erdoğan, M. (2015). The effect of summer environmental education program (SEEP) on elementary school students’ environmental literacy. International Journal of Environmental & Science Education, 10(2), 165-181.
• Erentay, N. and Erdogan, M. (2009). Nature education in 22 steps. Ankara: ODTU Publication.
• Ernst, J. and Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577–598. https://doi.org/10.1080/13504622.2011.565119
• Fadigan, K. A. and Hammrich, P. L. (2004). A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 41(8), 835-860.
• Farmer, J., Knapp, D. and Benton, G.M. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education, 38(3), 33-42.
• Genc, M., Genc, T. and Rasgele, P. G. (2017). Effects of nature-based environmental education on the attitudes of 7th grade students towards the environment and living organisms and affective tendency. International Research in Geographical and Environmental Education, 1–16. https://doi.org/10.1080/10382046.2017.1382211
• Grimm, N. B., Faeth, S. H., Golubiewski, N. E., Redman, C. L., Wu, J., Bai, X. and Briggs, J. M. (2008). Global Change and the Ecology of Cities. Science, 319(5864), 756–760. https://doi.org/10.1126/science.1150195
• Gök, E. and Afyon, A. (2015). A Survey on elementary school students’ environmental knowledge and environmental attitudes. Journal of Turkish Science Education, 12(4), 77-93.
• Gökçe, N., Kaya, E., Aktay, S. and Özden, M. (2007). Elementary students’ attitudes towards environment. Elementary Education Online, 6(3), 452-468.
• Güler, T. (2010). The effects of an ecology based environmental education on teachers’ opinions about environmental education. Education and Science, 34(151), 30-43.
• Gülersoy, A. E. (2013). Evaluation of curricula for social studies (secondary school) and geography (secondary and higher education) in terms of conservation of natural heritage. Adiyaman University Journal of Social Sciences, 2013(14), 315-354.
• Halligan, M. W. (2006). Outdoor education for middle school youth: A grant proposal Project (Unpublished master's thesis). Master of Social Work Thesis, California State University, USA.
• Karakaya, F., Avgın, S.S. Gömlek, E. and Balık, M. (2017). Nature relatedness of pre-service teachers. Turkish Journal of Education, 6(2), 79-87.
• Karataş, A. and Aslan, G. (2012). The role of environmental education in gaining environmental awareness for elementary school students: The sample of ecology based summer camp project. Zeitschrift für die Welt der Türken/Journal of World of Turks, 4(2), 259-276.
• Keleş, Ö. Uzun, N. and Varnacı Uzun, F. (2010). The change of teacher candidates’ environmental consciousness, attitude, thought and behaviors with nature training project and the assessment of its permanence. Electronic Journal of Social Sciences, 9(32), 384-401.
• Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44-6. https://doi.org/10.5455/jmood.20130325011730
• Kıyıcı, F. B., Yiğit, E. A. and Darçın, E. S. (2014). Investigation of pre-service teacher’s opinion and environmental literacy level change with nature education. Trakya University Journal of Education, 4(1), 17-27.
• Kruse, C. K. and Card, J. A. (2004). Effects of a conservation education camp program on campers' self-reported knowledge, attitude, and behavior. The Journal of Environmental Education, 35(4), 33-45.
• Miller, T. J. (2008). The Alaska factor: Outdoor education program design in Alaska (Unpublished master's thesis). Master of Education Thesis, University of Alaska, USA.
• Murdock, M. L. (2007). Outdoor education as a protective school-based ıntervention for “at-risk” youth: A case study examining the muskoka woods leadership experience for “students of promise” program (Unpublished PhD thesis). PhD Thesis, University of Windsor, Ontario, Canada.
• O’Brien, S. R. M. (2007). Indications of environmental literacy: using a new survey ınstrument to measure awareness, knowledge and attitudes of university aged students. (Unpublished master thesis). Iowa State University: Iowa.
• Onur, B. (2016). Çocuk çevre doğa-çevre ve yurttaşlık eğitimi [Child environment nature, environment and citizenship education]. Ankara: İmge Publishing.
• Ökesli, T. F. (2008). Relationship between Primary School Students’ Environmental Literacy and Selected Variables in Bodrum. Unpublished Master Thesis, Middle East Technical University, Ankara.
• Özdemir, O. (2010). The effects of nature-based environmental education on environmental perception and behavior of primary school students. Pamukkale University Journal of Education, 27(27), 125-138.
• Özgel, Z.T., Aydoğdu, M. and Güven Yıldırım, E. (2018). Impact of nature camp-assisted environmental education on awareness and attitude towards environmental problems. Ihlara Journal of Educational Research, 3(2), 90-106.
• Palmberg, I. E. and Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32–36. https://doi.org/10.1080/00958960009598649
• Petrash, J. (2010). Understanding Waldorf education: Teaching from the inside out. Read HowYouWant. com.
• Rosa, C. D. and Collado, S. (2019). Experiences in nature and environmental attitudes and behaviors: setting the ground for future research. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00763.
• Sarışan-Tungaç, A., Yaman, S. and Bal-İncebacak, B. (2017). The effect of environmental education projects on third grade primary school students’ attitudes towards forest. Alan Eğitimi Araştırmaları Dergisi (ALEG), 3(11), 41-50.
• Schmitt, T. R. (2005). Teachers’ perceptions of value and effects of outdoor education during an age of accountability (Unpublished PhD thesis). PhD Thesis, Loyola University, Chicago.
• Soga, M. and Gaston, K.J. (2016). Extinction of experience: The loss of human–nature interactions. Frontiers in Ecology and the Environment, 14(2), 94–101. https://doi.org/10.1002/fee.1225
• Soykan, A. (2009). Ecology-based environmental education in years between 1999-2008 in protected areas of Turkey: Aims and objectives, problems and suggestions. Procedia-Social and Behavioral Sciences, 1(1), 1704-1708.
• Sönmez, E. and Yerlikaya, Z. (2016). A field study on environmental knowledge levels and environmental attitudes of secondary education students: The case of Kastamonu City. Kastamonu Education Journal, 25(3). 1239-1249.
• Tekbıyık, A., Şeyihoğlu, A., Sezen Vekli, G. and Birinci Konur, K. (2013). Influence of a science camp based on active learning on students. The Journal of Academic Social Science Studies (JASSS), 6(1), 1383-1406.
• Thomas, G. (2005). Traditional adventure activities in outdoor environmental education. Avustralian Journal of Outdoor Education, 9(1), 31-39.
• Topçu, M.S. and Atabey, N. (2016). The effect of field trips on middle school students’ content knowledge and attitudes towards environment. YYU Journal Of Education Faculty, 13(1), 494-513.
• Varoglu, L., Temel, S. and Yılmaz, A. (2018). Knowledge, attitudes and behaviours towards the environmental ıssues case of northern cyprus. EURASIA Journal of Mathematics, Science and Technology Education, 14(3), 997-1004.
• White, R. L., Eberstein, K. and Scott, D. M. (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children’s awareness, knowledge and attitudes towards local wildlife. PLOS ONE, 13(3), 1-23. https://doi.org/10.1371/journal.pone.0193993
• Yıldırım, G. and Özyılmaz Akamca, G. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2), 1–10. https://doi.org/10.15700/saje.v37n2a1378
• Yılmaz, A., Morgil, F. İ., Aktuğ, P. and Göbekli, İ. (2002). Knowledge of the secondary school and university students on the environment, environmental concepts and problems and suggestions. Hacettepe University Journal of Education, 22(22), 156-162.
• Yücel Işıldar, G. and Yıldırım, F. (2008). The effectiveness of environmental education on environmentally sensitive behaviors. Education and Science, 33(148), 13-27.