Sınıf Dışı Coğrafya Öğretimi ve  Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının  Psikososyal Kazanımlarının İncelenmesi

Karadag, Sevinç Çırak

doi:10.33403/rigeo.580824

Review of International Geographical Education Online

2019

DOI: 10.33403/rigeo.580824

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Sınıf Dışı Coğrafya Öğretimi ve Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının Psikososyal Kazanımlarının İncelenmesi

Sevinç Çırak Karadag

Abstract: Outdoor education is a concept that involves the implementation of educational activities outside of classroom or school settings. Outdoor education can take many forms including adventure education, field studies, nature studies, extracurricular games, environmental education, experiential education, agricultural education, etc. (Becker, Lauterbach, Spengler, Dettweiler & Mess, 2017). Due to its multifaceted learning outcomes and the way it facilitates the transfer of what is learned in the * The preliminary … Show more

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Cited by 2 publications

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“…"Due to its multifaceted learning outcomes and the way it facilitates the transfer of what is learned in the classroom to real-life situations, outdoor education has gained much popularity and has been adopted by a variety of disciplines from health to engineering" (Çırak Karadağ, 2019).…”

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Teacher Candidates' Views about Land Art in Geographical Education

Kayacilar¹,

Karaca²

2020

Review of International Geographical Education Online

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This study aims to present the views of teacher candidates about the use of Land Art in geographical education, which is an aesthetic application of spatial knowledge. The main reasons for the birth of this research relate to the lack of studies conducted on the use of Land Art practices in the educational environment, together with the idea that its use will contribute to geographical education. In the 2018 -2019 academic year, during Spring semester, 23 teacher candidates participated in the study. This working group took the second-grade mountain-geography elective course for a Social Studies teaching program at a Faculty of Education in a Turkish university. This research, in which teacher candidates worked in five separate groups to create a land art product, was conducted in the field at Niğde Aladağlar National Park-Emli Valley. At the end of the fieldwork, opinions of the teacher candidates about the land art activity were obtained through inviting their responses to an open-ended questionnaire. Descriptive analysis of the survey data reveals five separate categories including: 'the status of participant knowledge about land art'; 'land art, and formats able to make us of land art in the teaching of Geography in Social Studies'; 'association of art with other disciplines'; 'contribution of Land Art to the teaching of Geography in Social Studies'; and 'Land Art that participants choose as an activity in their professional lives outside of school'. At the end of the field applications, each group filled out the Land Art Product Evaluation Form as the second data collection tool of the research. In the study, it was found that teacher candidates associated Land Art activities with nine courses: Geography; Art and aesthetics; History; Science; Anthropology; Social Studies; Sociology; Archaeology; and Philosophy. At the end of the study, it was observed that all teacher candidates would prefer Land Art activities in their professional lives for various reasons. such as providing permanent learning, providing a fun learning environment, and making the student an active and willing learner.

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Teacher Candidates' Views about Land Art in Geographical Education

Kayacilar¹,

Karaca²

2020

Review of International Geographical Education Online

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Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

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This research focused on developing the learning assessment teacher of Madrasah Aliyah by strengthening Islamic psychosocial and emotional intelligence, using ex post facto research design and involving 297 Madrasah Aliyah teachers in 12 regencies/cities Riau Province, Indonesia. A questionnaire was made to measure Islamic psychosocial and emotional intelligence and measure learning assessment madrasah teachers. The data were analyzed using inferential statistics. The research results show that the gender levels of the madrasah aliyah teachers influence Islamic psychosocial but do not affect emotional intelligence and learning assessment. It confirms that male and female teachers do not have different emotional intelligence and teacher learning assessment, but Islamic psychosocial effects are affected. Madrasah teachers' teaching experience affects Islamic psychosocial, emotional intelligence, and learning assessment of madrasah aliyah teachers. This research shows that Islamic psychosocial contribution is "strong" in developing teacher learning assessments, while emotional intelligence has a "strong enough" effect. This research concludes that the learning assessment of madrasah teachers can be maximally developed by simultaneously mastering Islamic psychosocial and emotional intelligence in madrasah. This research has implications for the theory of "developing learning assessment for madrasah teachers" in developing the professionalism of madrasah teachers.

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Sınıf Dışı Coğrafya Öğretimi ve Müze Eğitimi Derslerini alan Sosyal Bilgiler Öğretmen Adaylarının Psikososyal Kazanımlarının İncelenmesi

Cited by 2 publications

References 40 publications

Teacher Candidates' Views about Land Art in Geographical Education

Teacher Candidates' Views about Land Art in Geographical Education

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

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