OPINIÕES DOS ALUNOS SOBRE O USO DE AMBIENTES DE APRENDIZAGEM EXTRAESCOLARES EM CURSOS DE ESTUDOS SOCIAIS
DOI:
https://doi.org/10.18316/rcd.v16i41.11469Palavras-chave:
Sítio histórico, museu, aprendizagem extraescolar, viagem, estudos sociaisResumo
O objetivo desta pesquisa é determinar as opiniões dos alunos do 6º ano sobre as visitas a locais históricos organizadas no contexto de ambientes de aprendizagem extraescolares em cursos de estudos sociais. A pesquisa foi realizada com estudo de caso, um dos métodos de pesquisa qualitativa. O grupo de estudo da investigação era composto por 12 alunos que frequentavam o 6º ano de uma escola secundária afiliada à Direcção Provincial de Educação Nacional de Muş durante o ano lectivo de 2022-2023. Na pesquisa foram utilizados como instrumentos de coleta de dados o “Formulário de Questionário Aberto”, o “Formulário de Entrevista Semiestruturada” e o “Diário de Viagem do Aluno”. Os dados obtidos foram avaliados por meio de análise de conteúdo na pesquisa. Foi determinado que os alunos estavam dispostos a visitar ambientes de aprendizagem fora da escola, como locais históricos ou museus, para adquirir conhecimento, conhecer lugares diferentes e aprender lições nesses ambientes. Concluiu-se no estudo que as viagens escolares organizadas para ambientes de aprendizagem extraescolares e as atividades realizadas durante essas viagens proporcionaram benefícios em termos de evocar emoções como excitação, felicidade, orgulho e diversão nos alunos. Além disso, observou-se que as atividades realizadas nessas visitas aos locais históricos foram apreciadas pelos alunos por serem lúdicas e educativas. A investigação revelou que o nível de conhecimento dos alunos sobre os locais históricos no seu ambiente local aumentou. Além disso, concluiu-se que os ambientes de aprendizagem extraescolares contribuíram para a aprendizagem experiencial dos alunos, facilitando a aprendizagem permanente e eficaz e promovendo o gosto dos alunos pela disciplina.
Referências
Abdurakhman, R. N., Lawej, A. I., & Herlina, N. (2022). The influence of project-based outdoor learning activities on children’s independence development. International Journal of Educational Qualitative Quantitative Research, 1(2), 1–5. https://doi.org/10.58418/Ijeqqr.V1i2.15
Ajiboye, J. O., & Olatundun, S. A. (2010). Impact of some environmental education outdoor activities on Nigerian primary school pupils’ environmental knowledge. Applied Environmental Education & Communication, 9(3), 149–158. https://dx.doi.org/10.1080/1533015X.2010.510020
Akkuş, A., & Meydan, A. (2013). Evaluation of Historical and Geographical Place Implementations in Social Studies Teaching. Uluslararası Avrasya Sosyal Bilimler Dergisi, 4(13), 14–30.
Alfiani, S. N. (2020). The influence of outdoor learning method towards learning outcomes and interests. Berkala Ilmiah Pendidikan Fisika, 8(3), 220–228. https://doi.org/10.20527/bipf.v8i3.9230
Altunışık, R., Bayraktaroğlu, S., & Yıldırım, E. (2010). Sosyal bilimlerde araştırma yöntemleri spss uygulamalı (6th ed.). Sakarya Yayıncılık.
Anahtarcıoğlu, H. İ. (2019). The views of teacher and academician in the social studies education with regard to the usage of archeologic places [Unpublished Master’s Thesis]. Ömer Halisdemir University.
Arianti, Y., & Aminatun, T. (2019). An analysis of outdoor learning towards students’ outcomes in learning biology. The International Seminar on Bioscience and Biological Education Journal of Physics: Conference Series, 1241, 1–6. https://dx.doi.org/10.1088/1742-6596/1241/1/012061
Atayeter, Y., & Tozkoparan, U. (2014). Ideas of Social Studies Teachers and 6th Grade Socıal Studies Students about Travel-Observation Method. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 3(5), 1–21.
Avcı, G., & Gümüş, N. (2019). Views Of Students On Outdoor Education. Turkish Studies-Educational Sciences, 14(3), 351–377. https://doi.org/10.29228/TurkishStudies.22855
Ballantyne, R., & Packer, J. (2002). Nature-based excursions: School students’ perceptions of learning in natural environments. International Research in Geographical and Environmental Education, 11(3), 218–236. https://dx.doi.org/10.1080/10382040208667488
Bodur, Z. (2015). The effect of outdoor class activities in the solar system and beyond unit on seventh grade students academic achievements, scientific process abilities and motivation [Unpublished Master’s Thesis]. Marmara University.
Bozdoğan, A. E., & Kavcı, A. (2016). The effects of out of class teaching activities to secondary shool students’ academic achievement in science course. Gazi Eğitim Bilimleri Dergisi, 2(1), 13–30.
Çalışkan, H. (2009). Effectiveness on critical thinking skills of inquiry-based learning approach in social studies teaching. Kastamonu Eğitim Dergisi, 17(1), 57–70.
Çalışkan, H., & Çerkez, S. (2012). An evaluation of education with museum practices in social studies classes based on student views. International Online Journal of Educational Sciences, 4(1), 162–173.
Çengelci, T. (2013). Social Studies teachers’ views on learning outside the classroom. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1836–1841. https://doi.org/10.12738/estp.2013.3.1410
Çepni, O., & Aydın, F. (2015). Social studies teachers’ views on out-of-school environments. The Journal of Academic Social Science Studies, 39, 317–335. https://doi.org/10.9761/JASSS3061
Çetin, B. Y. (2021). Views of school managers, teachers, students and parents about out-of-school learning [Unpublished master’s thesis]. Hacettepe University.
Çınar, C., Utkugün, C., & Gazel, A. A. (2021). Student opinions about the use of virtual museum in social studies lesson. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 16, 150–170. https://doi.org/10.20860/ijoses.1017419
Çulha, B. (2006). Students’ideas about teaching social studiea at historical places through discovery learning [Unpublished master’s thesis]. Dokuz Eylül University.
Demir, Y. (2021). The effectiveness of field trips trips carried with parents in social studies course [Unpublished doctoral dissertation]. Bursa Uludağ University.
Dinç, O. (2017). Problems encountered during museum excursions according to 7th grade students [Unpublished master’s thesis]. Gazi University.
Egüz, Ş. (2020). The effect of museum education applications on students in social studies course. Milli Eğitim Dergisi, 49(227), 245–270.
Esen, G. (2010). Role of physical education teachers? Towards secondary degree of primary educational students attitude to physical education lesson and extracurricular sports activities [Unpublished master’s thesis]. Marmara University.
Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56–81. https://dx.doi.org/10.1080/14729679.2013.769887
Filiz, N. (2010). The use of museums in social studies teaching [Unpublished master’s thesis]. Marmara University.
Ford, P. (1986). Outdoor education: Definition and philosophy. ERIC Clearinghouse on Rural Education and Small Schools Digest. https://files.eric.ed.gov/fulltext/ED267941.pdf
Gökkaya, A. K., & Yeşilbursa, C. C. (2009). The effect on academic success of using historical places in teaching social studies. Türk Eğitim Bilimleri Dergisi, 7(2), 483–506.
Griffin, J. (1998). Learning science through practical experiences in museums. International Journal of Science Education, 20(6), 655–663. https://doi.org/10.1080/0950069980200604
Gürkan, T. (2004). Study on importance of museum education in secondary school (In the context of Bursa/Turkey) [Unpublished master’s thesis]. Uludağ University.
Harris, R., & Bilton, H. (2019). Learning about the past: Exploring the opportunities and challenges of using an outdoor learning approach. Cambridge Journal of Education, 49(1), 69–91. https://doi.org/10.1080/0305764X.2018.1442416
Humberstone, B., & Stan, I. (2011). Outdoor learning: Primary pupils’ experiences and teachers’ interaction in outdoor learning. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(5), 529–540. https://dx.doi.org/10.1080/03004279.2010.487837
Kalem, S., & Fer, S. (2003). The Effects of the Active Learning Model on Students’ Learning, Teaching and Communication Skills. Kuram ve Uygulamada Eğitim Bilimleri, 3(2), 433-461
Kamçı, S. (2015). Investıgatıon of teacher’s opınıon on the usage of museum ın teachıng socıal studıes [Unpublished master’s thesis]. Abant İzzet Baysal University.
Karadeniz, O., & Ata, B. (2013). The students interviews on the use of the project fair in social studies lesson. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14, 375–410. https://doi.org/10.14520/adyusbd.607
Karakaş Özür, N., & Şahin, S. (2017). The effect of out of classroom activities on student success in the social studies course. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 324–347.
Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmalar Dergisi, 1(1), 62–80.
Kartal, A., & Şeyihoğlu, A. (2020). “Museums” as outdoor education environmet in social studies from students’ perspective. Gazi Eğitim Bilimleri Dergisi, 6(1), 128–146. https://doi.org/10.30855/gjes.2020.06.01.008
Kızılay, N. (2014). An action research for the effect of in-class learning archeology subjects through experience upon developing the historical thinking skills of 6th grade students [Unpublished master’s thesis]. Adıyaman University.
Koç, C. (2011). Aktif öğrenmenin okuduğunu anlama ve eleştirel düşünme üzerindeki etkileri. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 35(1), 28–37.
Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40(2), 89–90. https://doi:10.1080/00219266.2006.9656021
MEB. (2018). Sosyal bilgiler dersi öğretim programı (İlkokul ve Ortaokul 4, 5, 6 ve 7.sınıflar). Millî Eğitim Bakanlığı.
MEB. (2019). Okul dışı öğrenme ortamları kılavuzu. Millî Eğitim Bakanlığı.
Mert, B. (2019). The effect of oral and local history practices on students’ conceptual achievements and awareness raising in social studies teaching [Unpublished master’s thesis]. Recep Tayyip Erdoğan University.
Mutlu, G., Şimşek, İ. (2019). Türkiye’de sosyal bilgiler öğretiminde okul dışı öğrenme ortamları üzerine bir meta analiz çalışması. B. Tunçsiper & Ş. Tok (Ed.), Within the 1st International Education Research Congress (pp. 270-276). A congress organized by İzmir Demokrasi University, İzmir.
Öner, G. (2015). Examination of the opinions of social studies teachers about outdoor history teaching. Türk Tarih Eğitimi Dergisi, 4(1), 89–121. https://doi.org/10.17497/tuhed.185618
Orion, N., Hofstein, A., Tamir, P., & Giddings, G. J. (1997). Development and validation of an instrument for assessing the learning environment of outdoor science activities. Science Education, 81(2), 161–171.
Özdemir, K. (2016). The evaluation of influence of local history on change and continuity perception skills in social studies education [Unpublished master’s thesis]. Kastamonu University.
Öztürk, A. (2019). Social studies teacher’s views on outdoor education [Unpublished master’s thesis]. Ömer Halisdemir University.
Payne, M. R. (1985). Using the outdoors to teach science: A resource guide for elementary and middle school teachers. https://books.google.com.tr/books?id=rigrqG5U6nMC&pg=PA5&hl=tr&source=gbs_toc_r&cad=3#v=onepage&q&f=true
Prince, H. E., & Diggory, O. (2023). Recognition and reporting of outdoor learning in primary schools in England. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2023.2166544
Şahin, B. N. (2022). The analysis of the middle school 6th grade students’ near environment awareness: The sample of Kayseri province [Unpublished master’s thesis]. Erciyes University.
Sevigen, E. (2021). The effect of museum education practices in social sciences education on students’ attitudes regarding concrete cultural heritage and their opinions on the process: A mixed method research [Unpublished master’s thesis]. Osmangazi University.
Seyhan, A. (2020). Effectiveness of out-of-school learning in social studies course according to prospective teachers. Turkish Journal of Educational Studies, 7(3), 27–51.
Şimşek, A., & Kaymakçı, S. (2015). Okul dışı sosyal bilgiler öğretiminin amacı ve kapsamı. In Okul dışı sosyal bilgiler öğretimi (pp. 1–13). Pegem Akademi.
Sjöblom, P., & Svens, M. (2019). Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning, 19(4), 301–314. https://doi.org/10.1080/14729679.2018.1531042
Sözer, Y. (2015). Supplementary acti̇ve outdoor learni̇ng for classroom learni̇ng: A meta-synthesi̇s study [Unpublished doctoral dissertation]. Dicle University.
Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139–153. https://dx.doi.org/10.1080/13504620701295726
Sulistyo, W. D., Khakim, M. N. L., Kurniawan, B., & Masroir, M. I. (2022). Utilization of historical sites as a learning source based on outdoor learning. 289–300. https://doi.org/10.18502/kss.v7i16.12174
Taner, M. S. (2019). Bilim merkezlerindeki astronomi materyallerinin bilim eğitimi açısından önemi. In Okul Duvarlarının Ötesine Öğrenme Yolculuğu: Bilim-Teknoloji Merkezleri ve Bilim Müzeleri (pp. 649–672). Nobel Akademi Yayıncılık.
Thomas, G. J. (2019). Effective teaching and learning strategies in outdoor education: Findings from two residential programmes based in Australia. Journal of Adventure Education and Outdoor Learning, 19(3), 242–255. https://doi.org/10.1080/14729679.2018.1519450
Topçu, E. (2017). Out of school learning environments in social studies education: A phenomenological research with teacher candidates. International Education Studies, 10(7), 126–142. https://doi.org/10.5539/ies.v10n7p126
Torun, Ü. (2021). Views of social studies teachers and preservice teachers on out of school learning [Unpublished master’s thesis]. Ahi Evran University.
Tunç Şahin, C. (2011). Local history applications that success and student products on effect. Uluslararası Sosyal Araştırmalar Dergisi, 4(16), 453–462.
Uztemur, S., Dinç, E., & Acun, İ. (2018). The impact of utilizing museums and historic places in grade seven social studies teaching on students’ perceptions of social studies: An action research. Kuramsal Eğitimbilim Dergisi, 11(1), 135–168. https://doi.org/10.30831/akukeg.358211
Yalçın, R. (2019). A local history study on the interest and awareness of historical monuments in Erzurum [Unpublished master’s thesis]. Atatürk University.
Yazıcıoğlu, M. (2010). The utilzation of some historical places in Istanbul in the lesson of social studies [Unpublished Master’s Thesis]. Gazi University.
Yeşilbursa, C. C. (2008). The Use of Historical Places in Teaching Social Studies. Türklük Bilimi Araştırmaları Dergisi, 23, 209–222.
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı.). Seçkin Yayıncılık.
Yılmaz, A., Kaya, B., & Çolak, K. (2009). Panorama 1453 Tarih Müzesi’nin eğitimsel değeri ve müze hakkındaki öğrenci görüşleri. IV. Sosyal Bilimler Eğitimi Kongresi, İstanbul, Türkiye.
Yılmaz, K., & Şeker, M. (2011). İlköğretim öğrencilerinin müze gezilerine ve müzelerin sosyal bilgiler öğretiminde kullanılmasına ilişkin görüşlerinin incelenmesi. İstanbul Aydın Üniversitesi Dergisi, 3(9), 21–29.
Zayimoğlu Öztürk, F. (2014). Archaeological excavation work and museum trip in social studies lesson. Araştırma Temelli Etkinlik Dergisi, 4(1), 12–26.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Aydın Güven, İsmail Ayyıldız
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Conforme recomendado pelo o Public Knowledge Project, a RCD adota para seus artigos uma licença CREATIVE COMMONS: Atribuição CC BY 4.0.
Esta licença permite que outros distribuam, remixem, adaptem e construam sobre o seu trabalho, mesmo comercialmente, desde que lhe dêem crédito pela criação original.
Esta é a licença mais adequada oferecida.
Recomendado para a máxima divulgação e uso de materiais licenciados.
