Perceptions of Elementary School Students: Experiences and Dreams about the Life Studies Course

Z Nurdan Baysal,Kamil Ersin Araç,Özlem Apak Tezcan

doi:10.13189/ujer.2018.060311

Abstract

This study seeks to identify elementary school students' views and perceptions of the Life Studies course through verbal and visual instruments. It employs a descriptive phenomenological research design. The study surveyed second- and third-grade students attending one private elementary school and two state elementary schools. The data was collected using a form including open-ended questions prepared by the researchers. The same form asked students to draw a picture of what kind of setting/class they envisioned for the Life Studies course. As part of the study, which incorporated feedback from 146 students, pictures were examined, and semi-structured interviews were conducted with 14 students selected through criterion sampling. The data collected from both the open-ended questions and the pictures and interviews was analyzed using content analysis. According to the research results, the students considered Life Studies a fun course that teaches and facilitates life skills and provides new information; however, they also reported that Life Studies was a boring course because it requires too much writing and they do not like some activities.

Highlights

It is of great importance in our age that children are educated during their elementary school years as individuals who are able to build successful relationships within their environment and develop strong life skills
In order to obtain students’ positive views about the Life Studies course, participants were asked: “Can you write down your favorite aspects of the Life Studies course into the sun?” Students’ written remarks were categorized into five themes, including “meaning attributed to the course,” “activities used in the class,”, “materials used in the class,” “course setting,” and “course evaluation.”
In order to learn about students’ experiences and observations relating to the Life Studies course, participants were asked: “Can you share with us what you experienced in an unforgettable Life Studies course?” According to students’ written explanations, student experiences are divided into the categories of positive and negative experiences by the researchers

Summary

Introduction

It is of great importance in our age that children are educated during their elementary school years as individuals who are able to build successful relationships within their environment and develop strong life skills In this regard, the Life Studies course plays an important role, as it is one of the first courses to achieve this goal (Acar [1]; Aykaç [2]; Belet [3]; Binbaşıoğlu [4]; Köken [5]; Öztürk [6]). The objective of the Life Studies course is to educate individuals to develop basic living skills and live a healthy and safe life, to internalize the values of their society, to be self-aware and sensitive to nature and the environment, and to learn about, support and love their country (Ministry of National Education [8]) Consistent with these aims, it is possible to acquire knowledge, skills, and values in a physical environment suitable to children’s emotional development and in a true-to-life structure using practical methods. This is because values have a more important function than knowledge in societies composed of individuals who feel competent and happy in their lives (Demir [9])

Methods

Results

Conclusion