Browsing by Subject "Place-based education"
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Item Open Access Facilitating place-based environmental education through bird studies: an action research investigation(Routledge, 2017) Can, Ö. K.; Lane, J. F.; Ateşkan, A.This study involved a workshop designed to support biology teachers in conducting birdwatching activities with their students and to promote place-based environmental education in Turkey. The instruments for collecting data were a workshop questionnaire and interviews. The findings revealed that initial response to the workshop was positive; participating teachers reported that the resources and strategies motivated them to conduct bird studies with students. They identified barriers and noted that the place-based education approach might help overcome many of these barriers. After the workshop, it became clear that participants’ initial intentions to integrate birdwatching into their lessons were challenged by lack of confidence and time. To gain deeper insights into the outcomes of the project, the project coordinator used action research strategies to reflect on her practice and reveal implications for her continued efforts to promote bird and environmental education. She kept a journal, used reiterative reflection, and content analysis to analyse workshop evaluations and interviews. The coordinator recognized potentials and challenges for facilitating birdwatching and environmental education as part of her teaching career. This study shares some of her efforts to provide ongoing support and emphasizes that facilitation of environmental education needs time, commitment, and passion. © 2016 Informa UK Limited, trading as Taylor & Francis Group.Item Open Access A study of the writing strategies of renowned conservationists: implications for place-based education in Turkey(Hacettepe Üniversitesi, 2014-10) Özdağ, U.; Lane, Jennie FarberGünümüzde gençlerin büyük birbölümü doğal dünyadan bağları kopuk olarak yaşamaktadır. Doğa ile olumlu bağlantılar geliştirmenin bir yolu öğrenmenin okul bahçeleri, yakınsemtler ve halka ait parklar gibi yöreye ait doğal alanlarda gerçekleşmesidir. Çoğu zaman yöre odaklı eğitim olarak tanımlanan bu süreç, doğagünlüğütutmayı da içeren çeşitli arazi çalışması tekniklerinden faydalanır. Doğa günlüğütutma öğrencilere, yaşadıkları yöreye ait alanları daha derinine inceleyebilmeyi, canlı ve cansız unsurlar arasındaki ilişkileri tespit edebilmeyi ve yaşadıkları yörenin değerine dair farkındalık geliştirmeyi sağlar. Öğrencilere sunulacak yazım modelleri ve yönlendirici bilgiler onların daha anlamlı ve faydalı günlükler tutmalarına yardımcı olacaktır. Bu çalışma,doğa günlüğü tutmanın en etkili uygulamalarını tespit etmek için iki ayrı ülkenin yakın tarihinde ünlü doğa korumacıların yazım stratejilerini kıyaslamıştır. Amerika Birleşik Devletleri’nden doğa korumacı Aldo Leopold’un yazılarıkavramlaştırdığı “Toprak Etiği”ni teşvik etmek için uzun zamandır kullanılırken, ülkemizden doğa korumacıHikmet Birand’ın yazılarınınçevre eğitiminde kullanılması benzer potansiyeli ortaya çıkaracaktır. Gerçekleştirilen içerikanaliziile, sözkonusu bilim insanlarınınöznitelikve yazım amaçlarını ortaya koyan beş yazım temalıbir çerçeve yaratılmıştır. Makale, Türk milli müfredatında yöre odaklı doğa günlüğü kullanımını teşvik edebilecek bu yapının kullanılmasınayönelik tavsiyelerle sona ermektedir.Item Open Access Using bird education to promote biology teachers' use of place-based education(Bilkent University, 2015) Can, Özge KeşaplıThe purpose of this study is to explore strategies and resources to support biology teachers in conducting bird studies with their students and to promote place-based education in Turkey. Different strategies and resources, including a bird education trunk, a training workshop, two fieldtrips, and a Facebook group, were implemented to motivate and prepare teachers. In addition, the researcher provided consulting services to the teachers. The instruments for collecting data were a workshop evaluation questionnaire and interviews conducted with six teachers and seven preservice teachers. In addition, during the study period the researcher used reiterative reflection to determine what data was needed to examine the effects of her efforts. Teachers participating in this study reported that the resources and strategies introduced to them motivated them to conduct bird studies with students. Barriers and challenges such as time, curricular requirements, administrative issues, iv difficulties with field studies, suitability of school ground, and student attitudes affected teachers’ sense of preparation. One of the most important findings of this study is that the place-based education approach might help overcome many of these barriers. Through this study, the researcher was able to share her bird watching passion with teachers; ideally motivating teachers to inspire their students to become birding enthusiasts. The teachers expressed appreciation for her efforts and she learned that long-term collaborations will be necessary to support teachers.