Araştırma Makalesi
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Research On Outdoor Classrooms Design in School Gardens

Yıl 2023, Cilt: 8 Sayı: 2, 558 - 586, 16.12.2023

Elif Şatıroğlu Selda Al Şensoy Abdullah Yasin Dündar

https://doi.org/10.30785/mbud.1335264

Öz

Outdoor classrooms, one of the oldest educational approaches that have existed, bringing learning through the common denominator with nature to the agenda, first emerged in England as a reform movement in education at the end of the 1950s. Outdoor classrooms are a rare educational structure that allows students to interact with nature and experience the opportunities of this interaction with their fully digitalised interaction potentials. In the study, examples of open-air classrooms, which are almost non-existent in Türkiye, have been analysed with inductive content analysis by understanding them with the semi-structured interview technique conducted with architects and landscape architects who are teachers and practitioners. In the end, considering all the evaluations, it was determined that the effects of outdoor classes on students were grouped into four categories: effects on cognitive, psychomotor, development, affective, and social development. Beyond only using a theoretical approach, exemplary outdoor classroom models were developed and interpreted.

Anahtar Kelimeler

Outdoor classroom spatial education classroom design school garden

Kaynakça

  • Aksoy, A. (2021). Examination of qualifications of primary school gardens: The case of Adana city (Master’s Thesis, Çukurova University). Accessed from Ulusal Tez Merkezi Access Address (12.10.2023): https://tez.yok.gov.tr/
  • Akpınar, A. (2016). How is high school greenness related to students’ restoration and health? Urban For. Urban Green. 16, 1–8.
  • Almon, J. (2013). Adventure- The Value of Risk in Children's Play. Ithaca, NY: Alliance for Childhood.
  • Altman, I. & Wohlwill, J. F. (1978). Children and Environment. New York: Plenum Press.
  • Atabay, S. (2014). The Effect of Space and Architecture on Success in Education. Access Address (12.10.2023): https://tedmem.org/yazilar-detay/mekan-ve-mimarinin-egitimde-basariya-etkisi.
  • Aydın Türk, Y., Yılmaz Bayram, Z., Karadeniz, B., Topaloğlu, G. & Özyavuz, A. (2018). Investigating the spatial qualifications of school area and garden. International Journal of Scientific and Technological Research, 4(6).
  • Baltacı, A. (2018). A conceptual review on sampling methods and sample size issues in qualitative research.
  • Bitlis Eren University Social Science Journal, 7(1), 231– 274.
  • Başar, M. A. (2020). School location sıtuations and facilities in school gardens of primary and secondary schools. Journal of Original Studies, 1(2), 61-84.
  • Berk, L. E. & Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. Washington: National Association for the Education of Young Children.
  • Bitsch, V. (2005). Qualitative research: A grounded theory example and evaluation criteria. Journal of Agribusiness, 23(1), 75-91.
  • Blair, D. (2009). The Child in the Garden: An Evaluative Review of the Benefits of School Gardening. The Journal of Environmental Education, 40(2): 15–38.
  • Bogenç, Ç. (2021). The role of environmental education in the development of nature awareness in individuals. J. Human. Tour. Res. 11 (2), 408–419.
  • Bogner, F. X. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspective. The Journal of Environmental Education. 29(4), 17-29.
  • Bohling, V., Saarela, C. & Miller, D. L. (2010). This Would Never Have Happened Indoors: Supporting Preschool-Age Children's Learning in A Nature Explore Classroom in Minnesota. MN: Dimensions Educational Research Foundation.
  • Burnett, V. L. (2021). Middle School Students' Perceptions of Outdoor Classrooms for Science Learning Doctoral dissertation, University of Missouri--Columbia.
  • Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15–26.
  • Constable. (2012). The Outdoor Classroom Ages 3–7: Using Ideas from Forest Schools to Enrich Learning. Abingdon: Routledge.
  • Cosco, N. G., Moore, R. C., & Islam, M. Z. (2010). Behaviour mapping: A method for linking preschool physical activity and outdoor design. Medicine & Science in Sports & Exercise, 42(3), 513-519.
  • Creswell, J. W. (1994). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: Sage Publications.
  • Davies, R. & Hamilton, P. (2018). Assessing learning in the early years outdoor classroom: Examining challenges in practice. Education 3-13, 46(1), 117–129.
  • Dennis, Jr. S. F., Wells A. & Bishop, C. (2014). A Post-Occupancy Study of Nature-Based Outdoor Classrooms in Early Childhood Education. Children, Youth and Environments, 24(2): 35–52.
  • Eick, C. J. (2012). use of the outdoor classroom and nature-study to support science and literacy learning: a narrative case study of a third-grade classroom. Journal of Science Teacher Education, 23(7), 789-803.
  • Fägerstam, E. & Blom, J. (2013). Learning biology and mathematics outdoors: effects and attitudes in a swedish high school context. Journal of Adventure Education & Outdoor Learning, 13(1): 56-75.
  • Guba, E. G. & Lincoln, Y. S. (1994). Competing Paradigms in Qualitative Research. Handbook Of Qualitative Research, 2(105), 163–194.
  • House, B. (2018). What Is the Rationale and A Design For An Outdoor Classroom For Grades Five Through Eight? Master's Thesis, USA: Hamline University.
  • Ilgar, M. Z. & Ilgar, S. C. (2013). Grounded theory as a qualitative research design. Çekmece Journal of Social Sciences, 2(3), 197-247.
  • Jordet, A. N. (1998). Nærmiljøet som classroom: Uteskole I teori og praksis [The Nearby Surroundings as Classroom: Outdoor Education ın Theory and Practice]. Oslo: Cappelen akademisk forl.
  • Kaplan, Z. (2020). The Effect of Outdoor Games on the Academic Achievement of Primary School Students. Master's Thesis, Istanbul: Yıldız Technical University.
  • Karaburun, A., Demirci, A., & Emin, S. A. K. A. (2015). Spatial assessment of the schoolyards in the european side of ıstanbul: A sufficiency analysis based on the number of students. Marmara Coğrafya Dergisi, (31), 20-47.
  • Khan, M. (2012). Outdoor As a Learning Environment for Children at A Government Primary School in Bangladesh (B.Arch. Thesis, Bangladesh University of Engineering and Technology). Accessed from Academia.edu zAccess Address (12.10.2023): https://www.academia.edu/13637806/Outdoor_as_learning_environment_for_children_at_a_primary_scho ol_of_Bangladesh
  • Khan, M., McGeown, S. P. & Islam, M. Z. (2019). There is no better way to study science than to collect and analyse data in your yard': Outdoor classrooms and primary school children in Bangladesh. Children's Geographies, 17(2), 217–230.
  • Kiewra, C. & Veselack, E. (2016). Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms, International Journal of Early Childhood Environmental Education, 4(1), 70-95.
  • Kuo, F. E. & Faber Taylor, A. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: evidence from a national study. American journal of public health, 94(9), 1580–1586.
  • Largo-Wight, E., Guardino, C., Wludyka, P. S., Hall, K. W., Wight, J. T. & Merten, J. W. (2018). Nature contact at school: The impact of an outdoor classroom on children's well-being. International journal of environmental health research, 28(6), 653–666.
  • Louv, R. (2010). Last Child in the Woods: Saving Our Children from Nature-deficit Disorder. New York: Algonquin Books.
  • Malone, K. & Tranter, P. J. (2003). Children's Environments: A Study of Children's Environmental Learning concerning their Schoolground Experiences. Melbourne, Victoria: RMIT University.
  • Marczyk, G., DeMatteo, D. & Festinger, D. (2005). Essentials of Research Design and Methodology. New York: John Wiley & Sons Inc.
  • Mårtensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J. -E. & Grahn, P. (2009). Outdoor Environmental Assessment of Attention-Promoting Settings for Preschool Children. Health & Place, 15(4), 1149- 1157.
  • McCurdy, L. E., Winterbottom, K. E., Mehta, S. S. & Roberts, J. R. (2010). Using Nature and Outdoor Activity to Improve Children's Health. Current Problems in Pediatric and Adolescent Health Care, 40(5), 102–117.
  • Merriam, S. B. & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. (Fourth Edition). San Francico: John Wiley & Sons, Inc.
  • Milteer, R. G. & Ginsburg, K. R. (2012). Council on Communications and Media & Committee on Psychosocial Aspects of Child and Family Health (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), e204-e213.
  • Milton, B., Cleveland, E. & Bennett-Gates, D. (1995). Changing perceptions of nature, self, and others: a report on a park/school program. Journal of Environmental Education, 26(3), 32–39.
  • Morton, T. (2017). Human Kind: Solidarity with Non-Humans. Istanbul: Verso Books.
  • Myhre, T. S. & Dewaele, J. M. (2022). Outdoor teaching as an alternative to emergency remote teaching during the COVID-19 Pandemic. The European Educational Researcher, 5(2), 129-132.
  • Nelson, E. (2012). Cultivating Outdoor Classrooms: Designing and Implementing Child-Centered Learning Environments. MN: Redleaf Press.
  • Nundy, S. (1999). The Fieldwork Effect: The Role and Impact of Fieldwork in The Upper Primary School. International Research in Geographical and Environmental Education, 8(2), 190–198.
  • Onat, O. (2011). A Qualitative Research to Examine the Moral Identities of Young Adults (Doctoral Thesis, Marmara University). Accessed from Ulusal Tez Merkezi Access Address (12.10.2023): https://tez.yok.gov.tr/
  • Pürlüsoy, İ. & Elibol, G. C. (2022). Investigation of Spatial Needs in Primary School Education Spaces in Terms of Educational Approaches. Journal of Architectural Sciences and Applications, 70(1), 189–208.
  • Rickinson, M., Dillon J., T. K., Morris M., Y. Choi M., Sanders, D. & Benefield, P. (2004). A Review of Research on Outdoor Learning, Shrewsbury, UK: Field Studies Council.
  • Rothenberg, J. (1989). The Open Classroom Was Reconsidered. The Elementary School Journal, 90 (1), 68-86.
  • Safi, S. (2022). Research on the Designs of Primary School Gardens in Urban Areas (Master's Thesis, Işık University). Accessed from Ulusal Tez Merkezi Access Address (12.10.2023):https://tez.yok.gov.tr/
  • Samborski, S. (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2): 67-115.
  • Saygın, D. & Güneş, D. Z. (2023). Examination of primary school gardens in terms of natural elements and children's physical development. Journal of Human and Social Sciences Research, 12(1), 121-150.
  • Schäffer, S. D. & Kistemann, T. (2012). German forest kindergartens: healthy childcare under the leafy canopy. Children, Youth, and Environments, 22(1): 270-279.
  • Shenton, A. K. (2004). Strategies For Ensuring Trustworthiness in Qualitative Research Projects. Education for information, 22(2), 63-75.
  • Shield, B. & Greenland, E.J. (2010). Noise in open plan classrooms in primary schools: A Review. Noise&Health, 12 (49), 225-234.
  • Stan, I. & Humberstone, B. (2011). An ethnography of the outdoor classroom: How Teachers manage risk in the outdoors. Ethnography and Education, 6 (2), 213–228.
  • Towell, J. L. (1997). Quality Outdoor Preschool Environments in Early Care and Education Centres (Master’s Thesis, Oklahoma State University). Accessed from ShareOK Access Address (12.10.2023):https://shareok.org/bitstream/handle/11244/9141/Towell_okstate_0664M_1573.pdf?sequence=1. Accessed 21 June 2023.
  • Vural, H. & Yılmaz, S. (2018). Physical Adequacy of Erzurum City School Gardens. Turkish Journal of Agriculture and Natural Sciences,5(2), 109-120.
  • Waldron, J. W. F., Locock, A. J. & Pujadas-Botey, A. (2016). Building an outdoor classroom for field geology: The Geoscience Garden. Journal of Geoscience Education, 64(3), 215-230.
  • Waller, T. & Arlemalm-Hagser, A. & Sandseter, E. B. H. & Lee-Hammond, L. & Lekies, K. & Wyver, S. (2014). The SAGE Handbook of Outdoor Play and Learning. SAGE Publications.
  • Wells, N. (2000). At Home with Nature: Effects of "Greenness" on Children's Cognitive Functioning. Environment and Behavior, 32(6):775–795.
  • Wells, N. M. & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311-330
  • Wood, D. & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181–191.
  • Yaman, M. (2005). The Open-Air Classroom: A Preliminary Study of Outdoor Classrooms for Primary Schools in Malaysia. (Doctoral Dissertation, Australia: University of Tasmania).
  • Yıldırım, A. & Şimşek, H. (2008). Qualitative Research Methods in The Social Sciences (6th Edition). Ankara: Seçkin Publishing.
  • Yıldırım, G. & Özyılmaz Akamca, G. (2017). The Effect of Outdoor Learning Activities on The Development of Preschool Children. South African Journal of Education, 37(2) 1-10.
  • Yılmaz, S., Vural, H. & Yılmaz, H. (2023). Effects of botanical gardens on student environmental perception. Ecological Informatics, 73, 101942.
  • Yılmaz, O. & Ertürk, F. (2016). A Research on the Adequacy of School Gardens Among Public Open Green Spaces in Çanakkale City Center. Çanakkale Onsekiz Mart University Institute of Science and Technology Journal, 2(2), 45-55.

Okul Bahçelerinde Açık Hava Sınıfı Tasarımı Üzerine Bir Araştırma

Yıl 2023, Cilt: 8 Sayı: 2, 558 - 586, 16.12.2023

Elif Şatıroğlu Selda Al Şensoy Abdullah Yasin Dündar

https://doi.org/10.30785/mbud.1335264

Öz

Tarihsel anlamda en eski eğitim yaklaşımlarından biri olan, doğa ile ortak payda üzerinden öğrenmenin yeniden gündeme gelmesini sağlayan açık hava sınıfları, 1950’li yılların sonundan itibaren, eğitimde bir reform hareketi olarak ilk önce İngiltere’de ortaya çıkmıştır. Daha sonraları Amerika’da da uygulamaları görülen açık hava sınıfları, günümüzde tam anlamıyla dijitalleşen etkileşim ve iletişim potansiyelleri ile, öğrencilerin doğa ile etkileşime geçmesine ve bu etkileşimin fırsatlarını deneyimlemesine imkân veren nadir eğitim yapılarından biridir. Çalışmada, Türkiye’de örneklerine yok denilecek kadar az rastlanan açık hava sınıfları, öğretmenler, mimar ve peyzaj mimarları ile gerçekleştirilen yarı yapılandırılmış görüşme tekniği ile anlamlandırılarak, tümevarımcı içerik analizi ile çözümlenmeye çalışılmıştır. Çalışmanın sonunda, tüm değerlendirmeler ışığında, açık hava sınıflarının öğrenci üzerindeki etkilerinin genel olarak dört grupta toplandığı saptanmıştır. Bunlar; bilişsel, devinişsel, gelişime etkisi, duyuşsal ve sosyal gelişime yönelik etkileridir. Sadece kuramsal bir yaklaşım ile ele almanın ötesinde, örnek açık hava sınıfı modelleri geliştirilerek yorumlanmıştır.

Anahtar Kelimeler

Açık hava sınıfı mekansal eğitim sınıf tasarımı okul bahçesi

Kaynakça

  • Aksoy, A. (2021). Examination of qualifications of primary school gardens: The case of Adana city (Master’s Thesis, Çukurova University). Accessed from Ulusal Tez Merkezi Access Address (12.10.2023): https://tez.yok.gov.tr/
  • Akpınar, A. (2016). How is high school greenness related to students’ restoration and health? Urban For. Urban Green. 16, 1–8.
  • Almon, J. (2013). Adventure- The Value of Risk in Children's Play. Ithaca, NY: Alliance for Childhood.
  • Altman, I. & Wohlwill, J. F. (1978). Children and Environment. New York: Plenum Press.
  • Atabay, S. (2014). The Effect of Space and Architecture on Success in Education. Access Address (12.10.2023): https://tedmem.org/yazilar-detay/mekan-ve-mimarinin-egitimde-basariya-etkisi.
  • Aydın Türk, Y., Yılmaz Bayram, Z., Karadeniz, B., Topaloğlu, G. & Özyavuz, A. (2018). Investigating the spatial qualifications of school area and garden. International Journal of Scientific and Technological Research, 4(6).
  • Baltacı, A. (2018). A conceptual review on sampling methods and sample size issues in qualitative research.
  • Bitlis Eren University Social Science Journal, 7(1), 231– 274.
  • Başar, M. A. (2020). School location sıtuations and facilities in school gardens of primary and secondary schools. Journal of Original Studies, 1(2), 61-84.
  • Berk, L. E. & Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. Washington: National Association for the Education of Young Children.
  • Bitsch, V. (2005). Qualitative research: A grounded theory example and evaluation criteria. Journal of Agribusiness, 23(1), 75-91.
  • Blair, D. (2009). The Child in the Garden: An Evaluative Review of the Benefits of School Gardening. The Journal of Environmental Education, 40(2): 15–38.
  • Bogenç, Ç. (2021). The role of environmental education in the development of nature awareness in individuals. J. Human. Tour. Res. 11 (2), 408–419.
  • Bogner, F. X. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspective. The Journal of Environmental Education. 29(4), 17-29.
  • Bohling, V., Saarela, C. & Miller, D. L. (2010). This Would Never Have Happened Indoors: Supporting Preschool-Age Children's Learning in A Nature Explore Classroom in Minnesota. MN: Dimensions Educational Research Foundation.
  • Burnett, V. L. (2021). Middle School Students' Perceptions of Outdoor Classrooms for Science Learning Doctoral dissertation, University of Missouri--Columbia.
  • Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15–26.
  • Constable. (2012). The Outdoor Classroom Ages 3–7: Using Ideas from Forest Schools to Enrich Learning. Abingdon: Routledge.
  • Cosco, N. G., Moore, R. C., & Islam, M. Z. (2010). Behaviour mapping: A method for linking preschool physical activity and outdoor design. Medicine & Science in Sports & Exercise, 42(3), 513-519.
  • Creswell, J. W. (1994). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: Sage Publications.
  • Davies, R. & Hamilton, P. (2018). Assessing learning in the early years outdoor classroom: Examining challenges in practice. Education 3-13, 46(1), 117–129.
  • Dennis, Jr. S. F., Wells A. & Bishop, C. (2014). A Post-Occupancy Study of Nature-Based Outdoor Classrooms in Early Childhood Education. Children, Youth and Environments, 24(2): 35–52.
  • Eick, C. J. (2012). use of the outdoor classroom and nature-study to support science and literacy learning: a narrative case study of a third-grade classroom. Journal of Science Teacher Education, 23(7), 789-803.
  • Fägerstam, E. & Blom, J. (2013). Learning biology and mathematics outdoors: effects and attitudes in a swedish high school context. Journal of Adventure Education & Outdoor Learning, 13(1): 56-75.
  • Guba, E. G. & Lincoln, Y. S. (1994). Competing Paradigms in Qualitative Research. Handbook Of Qualitative Research, 2(105), 163–194.
  • House, B. (2018). What Is the Rationale and A Design For An Outdoor Classroom For Grades Five Through Eight? Master's Thesis, USA: Hamline University.
  • Ilgar, M. Z. & Ilgar, S. C. (2013). Grounded theory as a qualitative research design. Çekmece Journal of Social Sciences, 2(3), 197-247.
  • Jordet, A. N. (1998). Nærmiljøet som classroom: Uteskole I teori og praksis [The Nearby Surroundings as Classroom: Outdoor Education ın Theory and Practice]. Oslo: Cappelen akademisk forl.
  • Kaplan, Z. (2020). The Effect of Outdoor Games on the Academic Achievement of Primary School Students. Master's Thesis, Istanbul: Yıldız Technical University.
  • Karaburun, A., Demirci, A., & Emin, S. A. K. A. (2015). Spatial assessment of the schoolyards in the european side of ıstanbul: A sufficiency analysis based on the number of students. Marmara Coğrafya Dergisi, (31), 20-47.
  • Khan, M. (2012). Outdoor As a Learning Environment for Children at A Government Primary School in Bangladesh (B.Arch. Thesis, Bangladesh University of Engineering and Technology). Accessed from Academia.edu zAccess Address (12.10.2023): https://www.academia.edu/13637806/Outdoor_as_learning_environment_for_children_at_a_primary_scho ol_of_Bangladesh
  • Khan, M., McGeown, S. P. & Islam, M. Z. (2019). There is no better way to study science than to collect and analyse data in your yard': Outdoor classrooms and primary school children in Bangladesh. Children's Geographies, 17(2), 217–230.
  • Kiewra, C. & Veselack, E. (2016). Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms, International Journal of Early Childhood Environmental Education, 4(1), 70-95.
  • Kuo, F. E. & Faber Taylor, A. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: evidence from a national study. American journal of public health, 94(9), 1580–1586.
  • Largo-Wight, E., Guardino, C., Wludyka, P. S., Hall, K. W., Wight, J. T. & Merten, J. W. (2018). Nature contact at school: The impact of an outdoor classroom on children's well-being. International journal of environmental health research, 28(6), 653–666.
  • Louv, R. (2010). Last Child in the Woods: Saving Our Children from Nature-deficit Disorder. New York: Algonquin Books.
  • Malone, K. & Tranter, P. J. (2003). Children's Environments: A Study of Children's Environmental Learning concerning their Schoolground Experiences. Melbourne, Victoria: RMIT University.
  • Marczyk, G., DeMatteo, D. & Festinger, D. (2005). Essentials of Research Design and Methodology. New York: John Wiley & Sons Inc.
  • Mårtensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J. -E. & Grahn, P. (2009). Outdoor Environmental Assessment of Attention-Promoting Settings for Preschool Children. Health & Place, 15(4), 1149- 1157.
  • McCurdy, L. E., Winterbottom, K. E., Mehta, S. S. & Roberts, J. R. (2010). Using Nature and Outdoor Activity to Improve Children's Health. Current Problems in Pediatric and Adolescent Health Care, 40(5), 102–117.
  • Merriam, S. B. & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. (Fourth Edition). San Francico: John Wiley & Sons, Inc.
  • Milteer, R. G. & Ginsburg, K. R. (2012). Council on Communications and Media & Committee on Psychosocial Aspects of Child and Family Health (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), e204-e213.
  • Milton, B., Cleveland, E. & Bennett-Gates, D. (1995). Changing perceptions of nature, self, and others: a report on a park/school program. Journal of Environmental Education, 26(3), 32–39.
  • Morton, T. (2017). Human Kind: Solidarity with Non-Humans. Istanbul: Verso Books.
  • Myhre, T. S. & Dewaele, J. M. (2022). Outdoor teaching as an alternative to emergency remote teaching during the COVID-19 Pandemic. The European Educational Researcher, 5(2), 129-132.
  • Nelson, E. (2012). Cultivating Outdoor Classrooms: Designing and Implementing Child-Centered Learning Environments. MN: Redleaf Press.
  • Nundy, S. (1999). The Fieldwork Effect: The Role and Impact of Fieldwork in The Upper Primary School. International Research in Geographical and Environmental Education, 8(2), 190–198.
  • Onat, O. (2011). A Qualitative Research to Examine the Moral Identities of Young Adults (Doctoral Thesis, Marmara University). Accessed from Ulusal Tez Merkezi Access Address (12.10.2023): https://tez.yok.gov.tr/
  • Pürlüsoy, İ. & Elibol, G. C. (2022). Investigation of Spatial Needs in Primary School Education Spaces in Terms of Educational Approaches. Journal of Architectural Sciences and Applications, 70(1), 189–208.
  • Rickinson, M., Dillon J., T. K., Morris M., Y. Choi M., Sanders, D. & Benefield, P. (2004). A Review of Research on Outdoor Learning, Shrewsbury, UK: Field Studies Council.
  • Rothenberg, J. (1989). The Open Classroom Was Reconsidered. The Elementary School Journal, 90 (1), 68-86.
  • Safi, S. (2022). Research on the Designs of Primary School Gardens in Urban Areas (Master's Thesis, Işık University). Accessed from Ulusal Tez Merkezi Access Address (12.10.2023):https://tez.yok.gov.tr/
  • Samborski, S. (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2): 67-115.
  • Saygın, D. & Güneş, D. Z. (2023). Examination of primary school gardens in terms of natural elements and children's physical development. Journal of Human and Social Sciences Research, 12(1), 121-150.
  • Schäffer, S. D. & Kistemann, T. (2012). German forest kindergartens: healthy childcare under the leafy canopy. Children, Youth, and Environments, 22(1): 270-279.
  • Shenton, A. K. (2004). Strategies For Ensuring Trustworthiness in Qualitative Research Projects. Education for information, 22(2), 63-75.
  • Shield, B. & Greenland, E.J. (2010). Noise in open plan classrooms in primary schools: A Review. Noise&Health, 12 (49), 225-234.
  • Stan, I. & Humberstone, B. (2011). An ethnography of the outdoor classroom: How Teachers manage risk in the outdoors. Ethnography and Education, 6 (2), 213–228.
  • Towell, J. L. (1997). Quality Outdoor Preschool Environments in Early Care and Education Centres (Master’s Thesis, Oklahoma State University). Accessed from ShareOK Access Address (12.10.2023):https://shareok.org/bitstream/handle/11244/9141/Towell_okstate_0664M_1573.pdf?sequence=1. Accessed 21 June 2023.
  • Vural, H. & Yılmaz, S. (2018). Physical Adequacy of Erzurum City School Gardens. Turkish Journal of Agriculture and Natural Sciences,5(2), 109-120.
  • Waldron, J. W. F., Locock, A. J. & Pujadas-Botey, A. (2016). Building an outdoor classroom for field geology: The Geoscience Garden. Journal of Geoscience Education, 64(3), 215-230.
  • Waller, T. & Arlemalm-Hagser, A. & Sandseter, E. B. H. & Lee-Hammond, L. & Lekies, K. & Wyver, S. (2014). The SAGE Handbook of Outdoor Play and Learning. SAGE Publications.
  • Wells, N. (2000). At Home with Nature: Effects of "Greenness" on Children's Cognitive Functioning. Environment and Behavior, 32(6):775–795.
  • Wells, N. M. & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311-330
  • Wood, D. & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181–191.
  • Yaman, M. (2005). The Open-Air Classroom: A Preliminary Study of Outdoor Classrooms for Primary Schools in Malaysia. (Doctoral Dissertation, Australia: University of Tasmania).
  • Yıldırım, A. & Şimşek, H. (2008). Qualitative Research Methods in The Social Sciences (6th Edition). Ankara: Seçkin Publishing.
  • Yıldırım, G. & Özyılmaz Akamca, G. (2017). The Effect of Outdoor Learning Activities on The Development of Preschool Children. South African Journal of Education, 37(2) 1-10.
  • Yılmaz, S., Vural, H. & Yılmaz, H. (2023). Effects of botanical gardens on student environmental perception. Ecological Informatics, 73, 101942.
  • Yılmaz, O. & Ertürk, F. (2016). A Research on the Adequacy of School Gardens Among Public Open Green Spaces in Çanakkale City Center. Çanakkale Onsekiz Mart University Institute of Science and Technology Journal, 2(2), 45-55.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Mimari Tasarım, Peyzaj Tasarımı, Yeşil Yapılar ve Çevreler
Bölüm Araştırma Makaleleri
Yazarlar

Elif Şatıroğlu 0000-0002-3891-3927

Selda Al Şensoy 0000-0001-8459-7032

Abdullah Yasin Dündar 0000-0002-5333-1618

Yayımlanma Tarihi 16 Aralık 2023
Gönderilme Tarihi 31 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 2

Kaynak Göster

APA Şatıroğlu, E., Al Şensoy, S., & Dündar, A. Y. (2023). Research On Outdoor Classrooms Design in School Gardens. Journal of Architectural Sciences and Applications, 8(2), 558-586. https://doi.org/10.30785/mbud.1335264
 Kapak Resmi İndir

26583MBUD DERGİ KÜNYESİ / JASA JOURNAL TAG



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