Abstract
The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the implementation of the education programme. The study, which utilised a mixed method of qualitative and quantitative data collection, lasted for seven weeks. The results demonstrate that the developed programme is effective. At the end of the study, a significant difference was revealed in terms of the participant teachers’ knowledge and skills regarding the approach as well as their self-efficacy belief levels in relation to the use of museums and the outdoors as teaching environments. Face-to-face interviews conducted with the teachers who participated in the experimental practice revealed that they were satisfied with the experience. Keywords: Edmodo; mixed method; school-based outdoor education; teacher’s views; visual art
Highlights
Outdoor education in teaching and learning is being increasingly used as an effective approach for the realisation of activities related to active learning and for the instruction of abstract concepts (Bilasa & Arslangilay, 2016; Çelik & Kasapoğlu, 2014; Öztürk Aynal, 2013; Preston, 2014; Price, 2015)
Visual Arts Teachers' Educational Needs for school-based outdoor education approach (SBOEA) Table 3 shows the distribution of the scores obtained from the results of the analyses conducted to determine the needs of visual arts teachers in relation to the SBOEA
While it was determined that the visual arts teachers working at the primary schools required training for the SBOEA's first dimension, preimplementation activities (M = 3.38, SD = .680), the teachers working at the secondary schools did not need any training (M = 1.84, SD = .403)
Summary
Outdoor education in teaching and learning is being increasingly used as an effective approach for the realisation of activities related to active learning and for the instruction of abstract concepts (Bilasa & Arslangilay, 2016; Çelik & Kasapoğlu, 2014; Öztürk Aynal, 2013; Preston, 2014; Price, 2015). School-based outdoor education is a relatively new term found in the education literature review and is similar in meaning to place-based outdoor education, which is “an experiential approach to student learning in the local environment” (Hein, 2006; Woodhouse & Knapp, 2000:8). These two approaches include conventional outdoor education activities; schoolbased education does not include any extracurricular activities and only conforms to the curriculum established by the Ministry of Education (Cepni & Aydın, 2015; Lloyd & Gray, 2014; Williams & Wainwright, 2016)
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