Examination of Teachers’ Views on the Use of Orienteering in Education

Year 2024, Volume: 8 Issue: 1, 54 - 71, 31.03.2024

Fatma Gül Uzuner , Fatih Bektaş

Abstract

In addition to being an outdoor sport, orienteering can also be considered as a way of learning. In this context, the opinions of teachers who have experience in orienteering are important. Therefore, the research aimed to examine the opinions of teachers working in basic education, secondary education and high school regarding the use of orienteering in education. The aim of this study was to examine teachers’ views about the use of orienteering in education. For this purpose, a phenomenological research method was used. The study group of the research consisted of 81 teachers selected by convenience sampling and criterion sampling techniques. A semi-structured questionnaire, metaphors and field notes were used as data collection tools. The data were subjected to thematic analysis. As a result of the analysis of the data, it was concluded that orienteering can be used as an educational purpose and tool at all levels of education, especially the primary education level. As a matter of fact, it has been concluded that orienteering can provide very effective outcomes in all areas of development at all ages. As a result of the data analysis, it was concluded that orienteering can be used in the context of a goal and a tool in the education process. In this context, it can be recommended that more applied and different research studies are conducted on the use of orienteering in education.

Keywords

Orienteering, outdoor learning, teaching technique, way of teaching

Ethical Statement

Etik kurallara tamamen uyulmuştur.

Oryantiringin Eğitimde Kullanılmasına İlişkin Öğretmen Görüşlerinin İncelenmesi

Abstract

Oryantiring bir doğa sporu olmasının yanı sıra aynı zamanda bir öğrenme yolu olarak da düşünülebilir. Bu bağlamda oryantiringle ilgili deneyim sahibi öğretmenlerin görüşleri önemlidir. Dolayısıyla yapılan araştırmada, oryantiringin eğitimde kullanılabilmesine ilişkin temel eğitim ve ortaöğretim kademesinde görev yapan öğretmen görüşlerinin incelenmesi amaçlanmıştır. Bu amaçla fenomenoloji araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu uygun durum örneklemesi ve ölçüt durum örneklemesi tekniklerine göre seçilen 81 öğretmen oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış anket, metafor formu ve alan notları kullanılmıştır. Veriler tematik analize tabi tutulmuştur. Verilerin analiz edilmesi sonucunda oryantiringin eğitim sürecinde temel eğitim kademesi başta olmak üzere bütün eğitim kademelerinde eğitsel bir amaç ve araç bağlamında kullanılabileceği sonucuna varılmıştır. Nitekim oryantiringin her yaştan bütün gelişim alanları noktasında oldukça etkili kazanımlar sağlayabileceği sonucuna da varılmıştır. Bu bağlamda, oryantiringin eğitimde kullanılmasına ilişkin uygulamalı ve farklı araştırmaların daha fazla yapılması önerilebilir.

Keywords

Oryantiring, okul dışı öğrenme, öğretim yolu, öğretim tekniği

References

• Arnsdorf, E. (1978). New ideas for outdoor mathematics. Arithmetic Teacher, 25(7), 14-7.
• Atakurt, E., Şahan A., & Erman, K. A. (2017). The effect of orienteering education on attention and memory. SPORMETRE The Journal of Physical Education and Sport Sciences. 15(4), 127-134.
• Balkwill, T. L. (1996). Determinants of teacher participation in outdoor education: A survey of Kent County teachers (Master’s thesis). University of Windsor. Canada.
• Bektaş, F., Karademir, E., Kaya, S., Kalın, C., Şeker, T., Kurtoğlu, E., Öztürk, F., Arslan, E., Aydın, Ö., Ataklı, G., & Oymak, Ö. (2019). Oryantiring eğitimi [Orienteering training] S. Akbıyık (Ed.). Ankara: Millî Eğitim Bakanlığı Genel Yayın [Ministry of National Education General Publication].
• Beyaztaş, M. K. (2022). The use of orienteering game supported by quantum learning approach in teaching the natural systems unit of the 11th grade geography lesson, (Unpublished master’s thesis). Atatürk University, Institute of Educational Sciences, Erzurum, Turkey.
• Boga, S. (1997). Orienteering. United States of America: Stackpole books.
• Bomgardner, R. (2014). The relationship between education, self-efficacy, and aggregate physical fitness in children (Doctoral dissertation). Liberty University. USA.
• Bradford, D. (1977). Incorporating orienteering in school programs. Retrieved June 21. 2020 from https://files.eric.ed.gov/fulltext/ED134384.pdf. (ED134384)
• British Orienteering. (2021). What is Orienteering? Accessed from https://www.britishorienteering.org.uk/page/newcomers_guide dated 02.08.2021.
• Cataldi, S., Bonavolontà, V., & Fischetti, F. (2021). Starting a sport as outdoor education in infancy: orienteering, visual spatial memory for empowering school learning. Journal of Physical Education and Sport, 21, 696-701.
• Champion, N. (2010). Orienteering. New York: The Rosen Publishing Group Inc.
• Childs, S. A. (1986). A comparison of indoor versus outdoor teaching interventions upon the academic skill acquisition and interaction behaviors of selected students with learning disabilities (Doctoral dissertation). The Ohio State University. USA.
• Coşkun, H. (2016). Kültürlerarası eğitim: Türkiye ve Almanya örneği [Intercultural education: the case of Turkey and Germany]. Ankara: Konrad-Adenauer-Stiftung.
• Coşkun, R., Altunışık R., & Yıldırım, E. (2017). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı [SPSS applied research methods in social sciences]. Sakarya: Sakarya Yayıncılık.
• Côté, N. & Kirk, C. (2005). Orienteering. In F. Fortin (Ed.), Sports: the complete visual reference (pp. 162). Canada: QA International.
• Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage Publications.
• Deniz, E., Yoncalık, O., Aslan, S., & Sofi, N. (2012). The impact of orienteering sport taught through creative drama methods on five factor personality dimensions. Procedia-Social and Behavioral Sciences, 46(2012), 4864-4868.
• Denzin, N. K. (1978). Triangulation: A case for methodological evaluation and combination. In N. K. Denzin (Ed.), Sociological methods: A sourcebook. Routledge (pp. 339-342). McGraw Hill.
• Dewey, J. (2013). Deneyim ve eğitim [Experience and education], (Transl. S. Akıllı). Ankara: ODTÜ Publisher. Disley, J. (1979). Orienteering. United States of America: Stackpool Books.
• Eaton, D. (2000). Cognitive and affective learning in outdoor education (Doctoral dissertation). University of Toronto. Canada.
• Erten, P. (2019). Preservice teachers’ perceptions of 21st century skills competence and their vıews on gaining these skills. Milli Eğitim Journal, 49(227), 33–64.
• Ferguson, C. & Turbyfill R. (2013). Discovering orienteering: Skills. techniques. and activities. United States of America. USA: Human Kinetics.
• Gliner, J. A., Morgan, G. A., & Leech, N. L. (2017). Research methods in applied settings: An integrated approach to design and analysis. Routledge.
• Gölgeli, T. (2020). A case study on the effect of route characteristics on decision making in the sport of orienteering, (Unpublished master’s thesis). Middle East Technical University, The Graduate School of Informatics, Ankara, Turkey.
• Golden, B. L., Levy L., & Vohra R. (1987). The orienteering problem. Naval Research Logistics, 34(3). 307-318. Hammes, R. (2007). Orienteering with adventure education: New games for the 21st century. Strategies, 20(5). 7-13.
• Harput, B., Çağlayan, Y., & Bilici, A. (2015, April). A crafting workshop adventure: Ancient ephesus mysterious puzzle. Conference on Good Practices in Education. Sabancı University, İstanbul.
• Kaya, S. (2020). Investigation of the application process of orienteering activities used in education by trainers and branch teachers within different courses, (Unpublished master’s thesis). Trabzon University, Institute of Graduate Education, Trabzon, Turkey.
• Kelly, N. (2014). Orienteering made simple and GPS technology: An instructional handbook. USA: Author House.
• Kolb, D. (2015). Experiential learning: Experience as the source of learning and development. New Jersey: Pearson Education, Inc.
• Larkin, R. P. & Grogger P. K. (1975). Map and compass skills for the elementary school. Instructional Activities Series IA/E-9. (ED138529)
• McNeill, C. & Palmer P. (2005). Orienteering: key stages 3 & 4 in the national curriculum. Harveys: United Kingdom.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. John Wiley & Sons.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
• Notarnicola, A., Vicenti, G., Tafuri, S., Fischetti, F., Laricchia, L., Guastamacchia, R., & Moretti, B. (2012). Improved mental representation of space in beginner orienteers. Perceptual and motor skills, 114(1), 250-260.
• Paliichuk, Y., Dotsyuk, L., Kyseltsia, O., Moseychuk, Y., Martyniv, O., Yarmak, O., & Galan, Y. (2018). The influence of means of orienteering on the psychophysiological state of girls aged 15-16-years. Journal of Human Sport and Exercise, 13(2). 443-454.
• Partnership for 21st Century Skills. (2019). Framework for 21st Century Learning. http://www.battelleforkids.org/networks/p21/frameworks-resources. (Date accessed: 13.03.2022)
• Patton, M. Q. (2002). Qualitative evaluation & research methods (3rd ed.). SAGE Publications Inc.
• Pouya, S., Demir S., & Demirel, Ö. (2017). Orienteering plays for disabled children. Kastamonu University Journal of Forestry Faculty, 17(4), 608-618.
• Robson, C. (2011). Real world research. John Wiley & Sons Limited.
• Saban A. (2004). Giriş düzeyindeki sınıf öğretmeni adaylarının “öğretmen” kavramına ilişkin ileri sürdükleri metaforlar [Metaphors proposed by entrance-level classroom teacher candidates regarding the concept of “teacher”]. The Journal of Turkish Educational Sciences, 2(2), 131-155.
• Sağlamol, G., Tüzkan, A. C., & Acar, Ö. (2015, April). Demoryantiring interdisciplinary study (mathematics-science-social studies courses). Conference on Good Practices in Education. Sabancı University, İstanbul.
• Salant, P. & Dillman, D. A. (1994). How to conduct your own survey. New York: Wiley.
• Sension-Hall, D. (2011) Compass games. Recreation & Dance, 82(1), 16-22.
• Slentz, T. C. & Chase M. A. (2003). Climbing mount Everest: a new challenge for physical education adventure education. Journal of Physical Education. Recreation & Dance, 74(4), 41-43.
• Stones, E. (1994). Quality teaching: A sample of cases. London: Routledge.
• Tammaro, R., D’Alessio, A., & Petolicchio, A. (2017). Orienteering: motivation, multidisciplinary, and skills. A project in a secondary school in the province of Salerno. International Journal of Humanities and Social Sciences, 9(5), 34-40.
• Tanrıkulu, M. (2011). A dıfferent usıng area of map and compass orıenteerıng. Milli Eğitim Journal, 191, 120-121. Taş, M. Y. (2010). Stress coping skills of orienteering athletes and non-athletes (Unpublished master's thesis). Gazı̇ University, Health Sciences Institute, Ankara.
• Trilling, B. & Fadel C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
• Uzuner, F. G. & Şahin, M. (2021). Examining the effect of orienteering on the development of attention, metacognitive awareness and problem-solving skills of primary school students with ADHD. Journal of Educational Leadership and Policy Studies, (spec iss).
• Uzuner, F. G. (2019). An investigation of the effects of orienteering on the development of primary school students’ math problem-solving skills (Doctoral Dissertation). Trabzon University, Trabzon, Turkey.
• Vaskan I., Koshura A., Kurnyshev Y., Moseychuk Y., Tsybanyuk O., Yarmak O., & Galan Y. (2019). Orienteering in the system of recreational and health-improving activity of student youth. Journal of Physical Education and Sport, 19(Supplement issue 2). 489-494.
• Vukadinović, N., Juhas, I. & Kozoderović, J. (2015). Orienteering section as a form of extracurricular activities in physical education. Fizička Kultura, 69(1), 59-69.