Fen Bilimleri Öğretmen Adaylarının Çevre Bilimi Dersi Kapsamında Gerçekleştirilen Alan Gezisi Deneyimleri

Abstract

The purpose of this study is to determine the thoughts and experiences of pre-service science teachers regarding scientific field trip. In the study, mixed methods including quantitative and qualitative dimensions were used. For quantitative data questionnaire technique and for qualitative data phenomenological designs were used. The sample of the study was composed of 41 pre-service science teachers who were all juniors. The data was collected using an questionnaire form which developed by researchers. Content analysis and descriptive statistical analysis were used to analyze the data. This study found that the pre-service teachers' expressions regarding their experiences of field trip were classified under three themes: contribution to the environmental sciences course, cognitive contribution to learning plant species and affective contribution. The pre-service teachers stated that field trips enhanced the permanence of their learning, contributed to the association of knowledge with daily life, and contributed to making observations about the subject. It also helped them to practice theoretical information; increased their motivation in the course and improved their psychomotor skills.

Ortaokul Öğrencilerinin Mekânsal Düşünme Becerilerinin Geliştirilmesinde Okul Dışı Öğrenmenin Kullanılması

“…Alanyazında, okul dışı öğrenmenin bir dizi faydasını belirten birçok çalışma bulunmaktadır. Örneğin, Doğan, Çiçek & Saraç (2018) araştırması, okul dışı öğrenmenin derse öğrenilen teorik bilgileri uygulamalı olarak tamamlama, çevreyi tanıma, ortak hareket etme ve iş bölümü yapma, gözlem yapma, inceleyerek yeni bilgiler kazanma, bilgilerin kalıcı olması, dersi günlük yaşamla ilişkilendirme, konu ile ilgili gözlem yapma ve teorik bilgileri pratiğe aktarma gibi faydalarını ortaya koymuştur. Vivier & Lee (2018) ise, okul dışı öğrenmenin hem akademik hem de akademik olmayan faydalarının olduğunu ifade etmiştir.…”

Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

“…Considering studies in the related literature, studies that examine the effects of out-of-class teaching activities on cognitive objectives with experimental methods outnumbered (Şahin & Sağlamer Yazgan, 2013;Bozdoğan & Kavcı, 2016;Bodur & Yıldırım, 2018;Borsos, Borić, & Patocskai, 2018;Durel, 2018;Sontay & Karamustafaoğlu, 2018;Avcı & Gümüş, 2020). However, some studies reported that out-of-class activities positively affect objectives in the affective field, which is indeed difficult to observe (Doğan, Çiçek, & Saraç, 2017;Yavuz Topaloğlu & Balkan Kıyıcı, 2018;Yıldırım, 2018). Out-of-class learning processes, which are an important part of contemporary education, can include activities lasting from a few minutes to days (Donaldson & Goering, 1970).…”

Prospective Biology Teachers’ Views about Field Trip to National Park

“…There are many research on field trips area (Achen, Warren, Fazzari, Jorich, & Thorne, 2019;Bozdogan, 2012Bozdogan, , 2016Cetin, 2014;Dogan, Cicek;& Sarac, 2018;Kamen & Leri, 2019;Turkmen, Topkac, & Atasayar Yamik, 2016). In the study of Turkmen et al (2016), five grade students found the Natural History Museum in Izmir as fun despite the fact that they were not very pleased with Botanical Garden in Izmir.…”