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HAYDİ ÇOCUKLAR DOĞAYA VE BAHÇELERE AÇILIYORUZ: MEKÂN DIŞI EĞİTİM İSVEÇ’TEN ÖRNEKLER

LET’S GO CHILDREN! NATURE AND GARDENS ARE WAITING FOR US: OUTDOOR EDUCATION, EXAMPLES FROM SWEDEN

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DOI: 
http://dx.doi.org/10.9761/JASSS_492

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Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The concept which is about different activities for every age, outdoor education (or authentic learning in land scape, education in nature, learning out of doors ect.) such as bicycling, trekking, walking in nature, canoeing and arts and play activities in nature has been a popular concept in recent years especially in Great Britain, Sweden and Norway. Outdoor education is opposite with indoor education. In fact it is the complementary of indoor education. On a account of outdoor education activities ( as like trekking, canoing, biking, hiking, playing, creative drama in different places – seashore, forest, the edge of the lake or museum ect. - ) support indoor education. In this journal I would like to talk about what outdoor education is and, after the introduction, its basic philosophy I will show some videos and photos to illeustrate a suitable educational model from Sweden ( one goverment nursery school garden and one open area park ).The main aim of the journal is to show the importance of outdoor education in all educational systems ( from preschool education to the others )
Abstract (Original Language): 
Özellikle altı yaş ve üzeri gruba hitap eden ve her yaşa göre farklı aktiviteleri içinde bulunduruan ( bisiklete binme, doğa yürüyüşü, kanoya binme, doğada oyun ve sanat etkinlikleri, dağ tırmanışı vb. ) bir kavram olan İngilizce ifadesiyle outdoor education ya da Türkçedeki ifadesiyle mekân dışı eğitim ( ya da doğada gerçek ortamında eğitim, doğa eğitimi, dışarıda öğrenme, macera ve çevre eğitimi ) son on ile on beş yıl içerisinde özellikle İsveç, Norveç, İskoçya, İngiltere gibi Avrupa ülkelerinde çok popüler bir kavram haline gelmiştir. Mekan dışı eğitim sınıftaki eğitime alternatif değil onun bir bütünleyicisi olarak ifade edilmektedir. Dolayısıyla, sınıfta eğitime bir destek şeklinde ( örneğin ormanda, deniz kenarında, göl kenarında ya da bir müzede oyun şeklinde veya drama yöntemi veya başka yaratıcı sanat faaliyetleri gibi değişik etkinliklerin yer alması biçiminde ) yürütülmesidir. Bu çalışmada ise, mekân dışı eğitimin ne olduğu değinilerek temel felsefik yapısına bir giriş yapıldıktan sonra, bu eğitim modeline uygun İsveç’teki bir açık alan çocuk parkı ve bir devlet anaokulu bahçesinden fotoğraf ve video örnekleri verilerek konuya açıklık getirilmeye çalışılacaktır. Burada temelde vurgulanmak istenen düşünce, eğitim programlarında dış mekânların okul öncesi kademeden diğer tüm eğitim kademelerine kadar mutlaka yer verilmesi gereğidir.

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