Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study

Seyhan, Ayşe

doi:10.33403/rigeo.601734

Cited by 3 publications

(5 citation statements)

References 8 publications

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“…This parallels other results from the literature (e.g. Adanali & Alim, 2017, 2019Hanifah et al, 2015;Seyhan, 2019. Through EBL, students are able to see the application of content that they would otherwise just read about in a textbook (Fögele, 2015;Higginbottom, 2016;Kayaalp et al, 2020).…”

Section: Discussionsupporting

confidence: 79%

“…Environmental-based learning promotes students to think critically about the phenomena around them by providing solutions to overcome existing problems. Students are invited to think of solutions using certain media that can attract students' interest in learning, this can improve their geography skills (Adanalı& Alim, 2017, 2019.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, this approach to learning provides motivation to students (Faiz & Avci, 2020) and the development of specific geography skills and attitudes, such as spatial-based learning. As this approach promotes environmentally thinking in a spatial context (Seyhan, 2019).…”

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confidence: 99%

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Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Hamid¹,

Roehrig²,

Liesnoor³

et al. 2021

Review of International Geographical Education Online

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In this study, an obstacle unlikely faced by teacher is the lack of innovation in the learning model employed. The teachers are still being the center of learning resources so that they are made to correct the perception by creating a learning model that students prefer. This study aims to provide a new design in environment-based-learning (EBL) to improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions. This research was development study of environment-based-learning in geography teaching. Learning media used covered syllabus, lesson plans, student modules and EBL teaching materials. Samples consisted of 32 students aged 13-14 years who were purposively selected. Data collection techniques were a compilation of observation, interviews, questionnaires documentation, and test. Data were analyzed from the syllabus, study plan, and student module validation along with instructional media, teacher and student response questionnaire, teacher and student interviews, student observation sheets, and students' learning outcomes. EBL model design consisted of 5 steps, encountering the problem, problem analysis, discovery and reporting, presentation, and review and evaluation. The students' learning outcome that asses by a test base on geographical skill indicator revealed that students' geographical skills increase. The indication are the students able on thinking critically about changes taken place in their environment, so they could present environmentally friendly measures. Besides, students preferred the new design of EBL as they were welcomed to think in a critical, innovative, and solvable way of solving problems in their environment to improve their geographical skills. Those provided students a belief in loving geography education from an early age.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

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Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Hamid¹,

Roehrig²,

Liesnoor³

et al. 2021

Review of International Geographical Education Online

View full text Add to dashboard Cite

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“…As for the difference of opinion lies in the translation of the component contents of the spatial thinking concept. However, from this difference, it has been agreed upon key components used as a framework for spatial thinking, namely the understanding of space, tools of representation, and processes of reasoning (National Research Council, 2006;Seyhan, 2019). From this framework, some experts have developed a variety of spatial thinking indicators (Golledge, 2002;Bednarz & Lee, 2011;Goodchild, 2011) that shows the difference in the subcategories.…”

mentioning

confidence: 99%

The Spatial Thinking Ability Students on the Character of Urban and Rural Environments in Solving Population Problems

Purwanto¹,

Utaya²,

Handoyo³

et al. 2021

Review of International Geographical Education Online

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“…Research has shown that play and outdoor activities offer multiple benefits in the development of children with valuable effects on health. Morgan, Hamilton, Bentley, and ve Myrie (2009) argued that outdoor activities are essential in unlocking creative potential, improving social skills (Harun & Salamuddin, 2014), enhancing problem solving and adaptive skills, they are fun and stimulating, and positively influence students' attitudes, values and beliefs; thus, these experiences remain in memory for a long time (Lakin, 2006), develop spatial perception skills (Seyhan, 2019), improve spatial intelligence (Amaluddin et al, 2019), help solve environmental problems (Ampuero, Miranda, Delgado, Goyen, & Weaver, 2015), improve learning and problem-solving skills (Wahyuni, Indrawati, Sudarti, & Suana, 2017), math skills (Widada, Herawaty, Anggoro, Yudha, & Hayati, 2018), enrich learning, promote participation and contribute to the development of students' skills (Quibell, Charlton, & Law, 2017), provide an opportunity to put into practice theoretical knowledge in various fields, while allowing students to explore real-life problems (Genç, Genç, & Rasgele, 2017), improve children's mood and wellbeing (Deborah et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Outdoor Education: Obstacles and Perspectives for Practicing Outdoor Learning in Romania

Raiu¹,

MÎNDRUȚ²

2022

ARS

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Objectives. Although in recent years more and more scientific studies demonstrate the benefits of outdoor educational activities on the harmonious development of children, in Romania outdoor education is not practiced enough and even is less promoted. The aim of this study was, on the one hand to see to what extent and in what form teachers currently practice outdoor educational activities, and, on the other hand to study the expectations of students, teachers and parents to carry out more outdoor educational activities. Methods and sample. The research was carried out as a foreplay to a national campaign to promote outdoor education, initiated by three Romanian non-governmental organizations that encourage outdoor education and carry out educational activities outside. It was carried out in the pandemic period of the Coronavirus, therefore three online questionnaires were addressed to students, teachers and parents of students. A sample of 3770 questionnaires were completed by students in mainstream schools (from the 3nd to 12th grade), 1907 questionnaires completed by teachers, and 3644 questionnaires completed by parents. Results. In an overwhelming proportion, 94% of students and 95.5% of parents would like some of their school activities to take place outdoor, while only 2.1% of students said that they currently carry out educational activities in the open air. Conclusions. Half of the students (56.6%) wish for more than 3 hours of outdoor educational activities per week. In average, teachers would like to spend outdoors with students between 10-30 hours of teaching activity per year, and 44.7% of parents would like more than 60 teaching hours per year to take place outdoors. In Romania, several more studies are needed to show the importance and the educational value of outdoor educational activities and outdoor play for the holistic development of children. It is also imperative to amend legislation and official documents to ensure that children are properly educated and they play outdoors during the school year. Outdoor education and physical activity should become part of children’s daily routine and special attention should be to its potential for development. Keywords: outdoor education, primary and high school students, teachers, parents perceptions, online sociological survey.

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Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study

Abstract: Social studies is a lesson which is formed by bringing together the disciplines of social sciences in order to gain basic knowledge, skills, attitudes and values about the

Cited by 3 publications

References 8 publications

Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

The Spatial Thinking Ability Students on the Character of Urban and Rural Environments in Solving Population Problems

Outdoor Education: Obstacles and Perspectives for Practicing Outdoor Learning in Romania

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