The Effect of Outdoor Education on the Achievement and Recall Levels of Primary School Students in Social Studies Course

Avci, Görkem; Gümüş, Nevzat

doi:10.33403/rigeo.638453

Cited by 10 publications

(13 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In Avci and Gumus's (2020) study, these authors explicated that the realization of the aim of education to bring individuals to life will be possible through the participation of students in real life, making observations and investigations, being in different places, and interacting with the society in which they live. The authors added that it is thought that an understanding of teaching, in which the student takes an active role in the learning process, learns by doing, living, firsthand and the knowledge learned is permanent, is the most effective method in education.…”

Section: Illuminating and Explicating Outdoor Education Operationallymentioning

confidence: 99%

“…The authors added that it is thought that an understanding of teaching, in which the student takes an active role in the learning process, learns by doing, living, firsthand and the knowledge learned is permanent, is the most effective method in education. One of the approaches in which this understanding comes to life is the "outdoor education" method, which argues that knowledge must be learned through first-hand observation and experience outside the classroom, in order, to enrich, enliven and complete the curriculum (Eaton, 1998) (Eaton, 1998, in Avci andGumus, 2020).…”

Section: Illuminating and Explicating Outdoor Education Operationallymentioning

confidence: 99%

“…In another study, Avci and Gumus (2020) aimed to determine the effects of the implementation of activities based on outdoor education in social studies teaching on students' academic achievement and their level of knowledge recall. In this study, semi-experimental design with pretest-posttest control group was used.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this study, semi-experimental design with pretest-posttest control group was used. This study was conducted with the study group determined by selecting the appropriated sample; and the study group for the 2018-2019 academic year was composed of two primary school fourth grade students, one from a public school (n = 33) and one from a control group (n = 31) in Buca district of Izmir province (Avci and Gumus, 2020). During the application process, fourth grade Social Studies lessons on "People, Places, and Environment" learning subject areas were covered for 6 weeks with outdoor education activities and outdoor teaching method, social studies lesson curriculum content and activities in control group.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Effect of Outdoor Education Experiences on Students’ Environmental Behaviors and Servant Leadership in Public School Science Education

Norman¹

2021

International Journal of Education and Teaching

View full text Add to dashboard Cite

The latest continuous arrival of Afghan refugees in the Bay Area is a repetition of the first wave of Afghan immigration to the US in the nineties. Pertinently, Madhani (2021) reported the first group of 37,000 Afghan evacuees' arrivals are slated to resettle in their designated destination states by the states' governors and state refugee coordinators across the country. The administration has requested funding from Congress to help resettle 65,000 Afghans in the US by the end of September 2021 and 95,000 by September 2022. According to the State Department data, California is projected to take more arrivals than other states, that is, more than 5,200 people (Madhani, 2021). In my perspective, as a public school teacher in the School District of San Francisco in the nineties, this current Afghan immigrant resettlement in the US is a vivid reminder of the Afghan refugees' arrival and resettlement in California in the late 90s and early 2000s. These Afghan families who arrived in the 90s initially landed and stayed in San Francisco, CA and, gradually, relocated to the suburban counties of Fremont, Newark, Alameda, and Union City. While staying in San Francisco, these Afghan young learners attended school in the San Francisco Unified School District (SFUSD) and underwent placement as ESL students based on their level of English proficiency. Consequently, as a tenured ESL-Bilingual teacher at Galileo Academy of Science and Technology, SFUSD, I had the valued opportunity to serve and teach the Afghan high school learners in the school site. The ESL-Bilingual Department enrolled the Afghan and other immigrant students from Iraq, Saudi Arabia, India, Pakistan, Jordan, and Yemen, who, also, arrived in the Bay Area in the 90s, in my ESL Reading and Writing, Math and Sciences classes. Teaching multicultural classroom of limited-and non-English Speakers was a very challenging endeavor. To address this, I used multicultural teaching approaches and methodologies such as Outdoor Education, Natural Approach, Sheltered-English approach, and Cooperative Learning teaching methodologies to meet the educational needs of this student population in their learning and teaching journey (Norman, 2018). In this respect, this reflection seeks to highlight the efficacy of outdoor education learning experiences on the students' ecological behaviors, academic success, and servant leadership in the helping, healing, learning, and teaching process in both indoor and outdoor learning environments. In doing so: (A) firstly, I illuminate and explicate the following concepts and constructs: (1) servant leadership, (2) outdoor education, (3) STEM education, (4) ecological behaviors, (5) academic success; (B) secondly, I share my valued experiences of teaching and helping this student population in the healing, teaching, and learning process, (C) thirdly, I review relevant literature, and finally, draw my conclusion in this writing.

show abstract

Section: Illuminating and Explicating Outdoor Education Operationallymentioning

confidence: 99%

Section: Illuminating and Explicating Outdoor Education Operationallymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Effect of Outdoor Education Experiences on Students’ Environmental Behaviors and Servant Leadership in Public School Science Education

Norman¹

2021

International Journal of Education and Teaching

View full text Add to dashboard Cite

show abstract

“…Considering studies in the related literature, studies that examine the effects of out-of-class teaching activities on cognitive objectives with experimental methods outnumbered (Şahin & Sağlamer Yazgan, 2013;Bozdoğan & Kavcı, 2016;Bodur & Yıldırım, 2018;Borsos, Borić, & Patocskai, 2018;Durel, 2018;Sontay & Karamustafaoğlu, 2018;Avcı & Gümüş, 2020). However, some studies reported that out-of-class activities positively affect objectives in the affective field, which is indeed difficult to observe (Doğan, Çiçek, & Saraç, 2017;Yavuz Topaloğlu & Balkan Kıyıcı, 2018;Yıldırım, 2018).…”

Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

Gökmen¹

2021

IES

View full text Add to dashboard Cite

Out-of-class learning environments are important learning environments because they improve students’ mental and physical health as well as providing them with cognitive, affective, and psychomotor skills. However, it is necessary to make a plan, implement and evaluate the teaching processes appropriately to efficient benefit from out-of-class teaching environments. The present study aimed to determine preservice teachers’ views regarding out-of-class teaching processes. The study utilized the case study design, a qualitative research approach, to make an in-depth analysis of preservice teachers’ views. 58 preservice teachers from the educational faculty of a state university in Turkey were the participants of the study. Data were collected using a semi-structured interview form developed by the researcher of the present study. For the analysis of data obtained, content analysis was carried out using NVivo9 software, and themes and codes were determined. Findings were presented with frequencies, percentages, excerpts of preservice teachers’ views, and models that indicate the relationship between themes and codes. Findings revealed six different themes for the preservice teachers’ views: out-of-class learning places; advantages of out-of-class teaching; limitations of out-of-class teaching; planning of out-of-class teaching; implementation of out-of-class teaching; and assessment of out-of-class teaching. The study findings were discussed in line with the related literature and suggestions were made regarding the findings.

show abstract

The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment

Collins,

Romero,

Young

et al. 2024

Environmental Education Research

View full text Add to dashboard Cite

The Effect of Outdoor Education on the Achievement and Recall Levels of Primary School Students in Social Studies Course

Cited by 10 publications

References 21 publications

Exploring the Effect of Outdoor Education Experiences on Students’ Environmental Behaviors and Servant Leadership in Public School Science Education

Exploring the Effect of Outdoor Education Experiences on Students’ Environmental Behaviors and Servant Leadership in Public School Science Education

Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment

Contact Info

Product

Resources

About