Outdoor Social Studies Experiences of Teacher Candidates
This basic qualitative research aims to reveal the meaning of outdoor learning activities experienced by social studies teacher candidates. The study focused on the experiences of teacher candidates using a social constructivist perspective. The study group of this basic qualitative research con...
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| Format: | article |
| Langue: | EN TR |
| Publié: |
Anı Publishing
2021
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| Sujets: | |
| Accès en ligne: | https://doaj.org/article/2e8e55d3262a4945bffecc2ffc6de4bb |
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| Résumé: | This basic qualitative research aims to reveal the meaning of
outdoor learning activities experienced by social studies teacher
candidates. The study focused on the experiences of teacher candidates
using a social constructivist perspective. The study group of this basic
qualitative research consists of 16 social studies teacher candidates who
took the Special Teaching Methods II course in a state university in the
2018 2019 academic year. The research data were obtained from the
semi-structured interview and the observation notes of the researcher. The
data were analyzed using the content analysis method. The findings of
this study revealed that even just going out of the classroom has
educational potential, that outdoor learning facilitates both experiential
and participatory learning and creates a more inclusive environment. In
addition, in this study, it was found that outdoor learning may develop
skills such as problem-solving, critical thinking, perception of space,
change and continuity, observation, communication and cooperation
which are vital in teaching social studies. Teachers cannot include it in the
program without having personal experience in outdoor learning. The
prerequisite of all teacher education programs should be learning
environments that model the pedagogical expectations of teacher
candidates. For this reason, outdoor learning should be accepted and
supported as an integral part of the entire school curriculum. |
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