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Doğa Eğitiminin Öğrencilerin Fen Öğrenmeye Yönelik Motivasyonları ve Sosyalleşme Becerilerine Etkisi

Year 2020, Volume: 9 Issue: 2, 1705 - 1725, 30.06.2020

Gülbin Özkan Ünsal Umdu Topsakal

https://doi.org/10.15869/itobiad.701212

Abstract

Bu çalışmanın amacı doğa eğitiminin öğrencilerin fen öğrenmeye yönelik motivasyonları ve sosyalleşme becerileri üzerindeki etkisini araştırmaktır. Araştırma İstanbul'da bir devlet okulunda 7. sınıf öğrencileri üzerinde gerçekleştirilmiştir. Araştırma boyunca 14 doğa eğitimi etkinliği gerçekleştirilmiştir. Veri toplama aracı olarak öğrencilere uygulamadan önce ve sonra Fen Öğrenmeye Yönelik Motivasyon Ölçeği ve uygulama sonunda Sosyalleşme Becerileri Açık Uçlu Soru Formu uygulanmıştır. Öğrencilerin sosyalleşme becerileri formunda verdikleri cevaplara görüşlerini belirlemek amacıyla içerik analizi uygulanmıştır. Veri analizi sonucunda oluşturulan kod ve temalar tablolarda gösterilmiştir. Öğrencilerin Fen Öğrenmeye Yönelik Motivasyon Ölçeği yoluyla toplanan veriler T-Testi ile analiz edilmiştir. Çalışmanın sonunda, sonuçlar öğrencilerin doğa eğitimini sosyalleşme becerileri için yararlı bulduğunu göstermiştir. Ayrıca öğrencilerin bilime yönelik motivasyon puanlarının çalışma boyunca anlamlı bir değişim gösterdiği ortaya çıkmıştır.

Keywords

Doğa Eğitimi Motivasyon Sosyalleşme Becerisi Çevre Ortaokul Öğrencileri

Supporting Institution

Tübitak

Project Number

118B362

Thanks

Bu çalışma Tübitak 4004 projesi kapsamında gerçekleştirilmiştir.

References

  • Aksoy, B. (2003). Problem çözme yönteminin çevre eğitiminde uygulanması.[ Application of problem-solving method in environmental education]. Pamukkale University Journal of Education, 2(14), 83- 98.
  • Alakır, A. (2006). The contribution of large business centers to the socialization and development of social skills of primary school children. Unpublished Master Thesis, Selçuk University, Konya.
  • Bogner, F. X. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspective. Journal of Environmental Education, 29(4), 17–29.
  • Bradley, J. C., Waliczek, T. M., & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. The Journal of Environmental Education, 30(3), 17-21.
  • Eaton, D. (2000). Cognitive and affective learning in outdoor education. Dissertation Abstracts International – Section A: Humanities and Social Sciences, 60, 10-A, 3595.
  • Erdoğan, M. (2011). Ekoloji temelli yaz doğa eğitimi programının ilköğretim öğrencilerinin çevreye yönelik bilgi, duyuşsal eğilimler ve sorumlu davranışlarına etkisi.[The impact of ecology-based summer nature education program on environmental knowledge, affective tendencies and responsible behaviors of primary school students] Educational Sciences: Theory & Practice, 11(4), 2223-2237.
  • Erdoğan, M., & Özsoy, A. M. (2007). Graduate students’ perspectives on the human and environment relationship. Journal of Turkish Science Education, 4(2), 21-30.
  • Erol, G.H. & Gezer, K. (2006). Prospective of elementary school teachers’ attitudes toward environment and environmental problems. International Journal of Environmental and Science Education, 1(1), 65- 77.
  • Farmer, J., Knapp, D. & Benton, M.G. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education. Reports & Research, 38(3), 33-42.
  • Güdük, A. H. (2008). High school continuing to different education programs ii. The relationship between perceived parental behaviors and social skill levels of primary school students. Unpublished Master Thesis. Gazi University, Ankara.
  • Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkileri [The effects of an ecology based environmental education on teachers‟ opinions about environmental education], Education & Science, 34, No. 151. Haktanır, G. (2007). Okul öncesi dönemde çevre eğitimi. Çevre Eğitimi. [Environmental education in preschool period. Environmental Education]. Ankara: Türkiye Çevre Vakfı Yayını, [Turkey Environment Society Press], 11-34.
  • Keleş, Ö., , Uzun, N. & Uzun, F. V. (2010). Öğretmen adaylarinin çevre bilinci, çevresel tutum, düşünce ve davranişlarinin doğa eğitimi projesine bağli değişimi ve kaliciliğinin değerlendirilmesi.[ Evaluating the change and permanence of teacher candidates' environmental awareness, environmental attitudes, thoughts and behaviors depending on nature education project]. Electronic Journal of Social Sciences, 9(32), 384-401.
  • Kızıloluk, H. (2007). The effects of economy on the aims and content of education. Journal of Economics and Administrative Sciences, 8(1), 21-30.
  • Kolb, D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  • Kuhlemeier, H., Van Den Bergh, H., & Lagerweij, N. (1999). Environmental knowledge, attitudes, and behavior in Dutch secondary education. The Journal of Environmental Education, 30(2), 4-14.
  • Makki, M.H., Khalick, A.E. F., & Boujaoude, S. (2003). Lebanese secondary school students' environmental knowledge and attitudes. Environmental Education Research, 9(1), 21–33.
  • MEB (2013). Primary schools science lesson curriculum. Ankara.
  • Oweini, A., & Houri, A. (2006). Factors affecting environmental knowledge and attitudes among Lebanese college students. Applied Environmental Education and Communication, 5(2), 95-105.
  • Palmberg, E. I. & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32-6.
  • Şat, B. (2006). Doğa koruma ve çevre eğitimi açısından arboretumların işlevleri ve Atatürk Arboretumu. [Functions of arboretum in terms of nature conservation and environmental education and Atatürk Arboretum]. Journal of the Faculty of Forestry Istanbul University (JFFIU), 56(2), 253-270.
  • Şimşekli, Y. (2004). Sensitivity of primary schools to environmental education activities aimed at improving environmental awareness. Uludag University Journal of Education, 17(1), 83-92.
  • Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654.
  • Uzun, N., & Sağlam, N. (2007). Environmental education in secondary education and teachers' views on environmental education programs. Eurasian Journal of Educational Research, 26, 176-187.
  • Vaughan, C., Gack, J., Solorazano, H. & Ray, R. (2003). The effect on environmental education on schoolchildren, their parents, and community members: a study of intergenerational and intercommunity learning. The Journal of Environmental Education, 34(3), 12‐21.
  • Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321.
  • Wolters, C.A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820.
  • Worsley, A., & Skrzypiec, G. (1998). Environmental attitudes of senior secondary school students in South Australia. Global Environmental Change, 8(3), 209-225.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in social sciences. Ankara: Seçkin Publishing.
  • Yılmaz, H., & Çavaş, P. H. (2007). Reliability and validity study of the Students’ Motivation toward Science Learning (SMTSL) Questionnaire. Elementary Education Online, 6(3), 430-440.

The Effect of Nature Education on Students' Motivations towards Science Learning and Socialization Skills

Year 2020, Volume: 9 Issue: 2, 1705 - 1725, 30.06.2020

Gülbin Özkan Ünsal Umdu Topsakal

https://doi.org/10.15869/itobiad.701212

Abstract

The aim of this study is to investigate the effect of nature education on students’ motivations towards science learning and socialization skills. The study was conducted on 7th-grade students in a state school in İstanbul. 14 nature education activities were performed. The data collection tools were: Students’ Motivation toward Science Learning Scale conducted both before and after the implementation and a Socialization Skills Open-ended Form performed at the end of the implementation. Content analysis was applied to determine the opinions of the students in the socialization skills form. The codes and themes formed as a result of data analysis were demonstrated within the tables. The data collected by students' Motivation Scale for Science Learning was analyzed with T-Test. At the end of the study, results indicated that students found the nature education helpful for socialization skills. Moreover, it was revealed that students’ scores of the motivations towards science demonstrated a meaningful change throughout the study.

Keywords

Nature education Motivation Socialization Skills Environment Middle School Students

Project Number

118B362

References

  • Aksoy, B. (2003). Problem çözme yönteminin çevre eğitiminde uygulanması.[ Application of problem-solving method in environmental education]. Pamukkale University Journal of Education, 2(14), 83- 98.
  • Alakır, A. (2006). The contribution of large business centers to the socialization and development of social skills of primary school children. Unpublished Master Thesis, Selçuk University, Konya.
  • Bogner, F. X. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspective. Journal of Environmental Education, 29(4), 17–29.
  • Bradley, J. C., Waliczek, T. M., & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. The Journal of Environmental Education, 30(3), 17-21.
  • Eaton, D. (2000). Cognitive and affective learning in outdoor education. Dissertation Abstracts International – Section A: Humanities and Social Sciences, 60, 10-A, 3595.
  • Erdoğan, M. (2011). Ekoloji temelli yaz doğa eğitimi programının ilköğretim öğrencilerinin çevreye yönelik bilgi, duyuşsal eğilimler ve sorumlu davranışlarına etkisi.[The impact of ecology-based summer nature education program on environmental knowledge, affective tendencies and responsible behaviors of primary school students] Educational Sciences: Theory & Practice, 11(4), 2223-2237.
  • Erdoğan, M., & Özsoy, A. M. (2007). Graduate students’ perspectives on the human and environment relationship. Journal of Turkish Science Education, 4(2), 21-30.
  • Erol, G.H. & Gezer, K. (2006). Prospective of elementary school teachers’ attitudes toward environment and environmental problems. International Journal of Environmental and Science Education, 1(1), 65- 77.
  • Farmer, J., Knapp, D. & Benton, M.G. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education. Reports & Research, 38(3), 33-42.
  • Güdük, A. H. (2008). High school continuing to different education programs ii. The relationship between perceived parental behaviors and social skill levels of primary school students. Unpublished Master Thesis. Gazi University, Ankara.
  • Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkileri [The effects of an ecology based environmental education on teachers‟ opinions about environmental education], Education & Science, 34, No. 151. Haktanır, G. (2007). Okul öncesi dönemde çevre eğitimi. Çevre Eğitimi. [Environmental education in preschool period. Environmental Education]. Ankara: Türkiye Çevre Vakfı Yayını, [Turkey Environment Society Press], 11-34.
  • Keleş, Ö., , Uzun, N. & Uzun, F. V. (2010). Öğretmen adaylarinin çevre bilinci, çevresel tutum, düşünce ve davranişlarinin doğa eğitimi projesine bağli değişimi ve kaliciliğinin değerlendirilmesi.[ Evaluating the change and permanence of teacher candidates' environmental awareness, environmental attitudes, thoughts and behaviors depending on nature education project]. Electronic Journal of Social Sciences, 9(32), 384-401.
  • Kızıloluk, H. (2007). The effects of economy on the aims and content of education. Journal of Economics and Administrative Sciences, 8(1), 21-30.
  • Kolb, D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
  • Kuhlemeier, H., Van Den Bergh, H., & Lagerweij, N. (1999). Environmental knowledge, attitudes, and behavior in Dutch secondary education. The Journal of Environmental Education, 30(2), 4-14.
  • Makki, M.H., Khalick, A.E. F., & Boujaoude, S. (2003). Lebanese secondary school students' environmental knowledge and attitudes. Environmental Education Research, 9(1), 21–33.
  • MEB (2013). Primary schools science lesson curriculum. Ankara.
  • Oweini, A., & Houri, A. (2006). Factors affecting environmental knowledge and attitudes among Lebanese college students. Applied Environmental Education and Communication, 5(2), 95-105.
  • Palmberg, E. I. & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32-6.
  • Şat, B. (2006). Doğa koruma ve çevre eğitimi açısından arboretumların işlevleri ve Atatürk Arboretumu. [Functions of arboretum in terms of nature conservation and environmental education and Atatürk Arboretum]. Journal of the Faculty of Forestry Istanbul University (JFFIU), 56(2), 253-270.
  • Şimşekli, Y. (2004). Sensitivity of primary schools to environmental education activities aimed at improving environmental awareness. Uludag University Journal of Education, 17(1), 83-92.
  • Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654.
  • Uzun, N., & Sağlam, N. (2007). Environmental education in secondary education and teachers' views on environmental education programs. Eurasian Journal of Educational Research, 26, 176-187.
  • Vaughan, C., Gack, J., Solorazano, H. & Ray, R. (2003). The effect on environmental education on schoolchildren, their parents, and community members: a study of intergenerational and intercommunity learning. The Journal of Environmental Education, 34(3), 12‐21.
  • Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321.
  • Wolters, C.A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820.
  • Worsley, A., & Skrzypiec, G. (1998). Environmental attitudes of senior secondary school students in South Australia. Global Environmental Change, 8(3), 209-225.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in social sciences. Ankara: Seçkin Publishing.
  • Yılmaz, H., & Çavaş, P. H. (2007). Reliability and validity study of the Students’ Motivation toward Science Learning (SMTSL) Questionnaire. Elementary Education Online, 6(3), 430-440.
There are 29 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gülbin Özkan 0000-0001-8390-5259

Ünsal Umdu Topsakal 0000-0002-0565-7891

Project Number 118B362
Publication Date June 30, 2020
Published in Issue Year 2020 Volume: 9 Issue: 2

Cite

APA Özkan, G., & Umdu Topsakal, Ü. (2020). The Effect of Nature Education on Students’ Motivations towards Science Learning and Socialization Skills. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 9(2), 1705-1725. https://doi.org/10.15869/itobiad.701212
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