Evaluation of Values Education in Out-of-School Learning Environments in terms of the Applications in Preschool: Systematic Literature Review

Müfide Nur Bardakcı; Mehmet Mart

Makale detayları

Evaluation of Values Education in Out-of-School Learning Environments in terms of the Applications in Preschool: Systematic Literature Review

Yazarlar:

Müfide Nur Bardakcı | Mehmet Mart

Yayıncı:

Marmara University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Temel Eğitim Araştırmaları Dergisi Vol.3 Issue 2, pp.52-71

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304434

pISSN:

2791-6391

Anahtar kelimeler:

Özet:

 Values education is so important that it is not limited only to classroom processes, as it starts from the family and continues at school and cooperates with the environment. Values education can be carried to out-of-school processes with different methods and techniques, starting from early childhood, which has an important place in personality development, and in the preschool period. While values education is not directly included in out-of-school learning environments in research conducted in the preschool period, value acquisition occurs as a result of activities implemented in out-of-school learning centers. While out-ofschool learning environments are not directly included in values education in research conducted in the preschool period, value acquisition occurs as a result of activities implemented in out-of-school learning centers. In studies conducted with different age groups, values education is directly included outside of school. This study analyzes studies related to out-of-school learning environments and values education through a systematic literature review; It aims to 1 examine the methodological characteristics of research involving out-of-school learning environments and values education in preschool, 2 examine the out-of-school environment used in the research and the values discussed, 3 examine the types of activities and which values are included within the scope of values education in preschool. Within the scope of systematic literature review, 28 studies were examined by scanning YÖK Tez, TRDizin, Google Scholar and DergiPark databases. Maxqda 2022 program was used to analyze the data. 17 of the studies were designed with the qualitative method; were conducted with students as the participant group, and the value types inside and outside the classroom were found to be similar to each other. 17 of the studies were designed with qualitative method; The study was carried out with students, teacher candidates and teachers as the participant group, and the value types inside and outside the classroom were found to be similar to each other. In addition to the ten core values, the values discussed outside of school include values such as sensitivity to cultural and historical heritage, peace, environmental awareness, tolerance, scientificness and aesthetics. While the values discussed in pre-school include respect, responsibility, love, as well as courage, activities are limited to the classroom environment. In terms of including values, similar values were found in studies conducted outside school and in pre-school studies, while in terms of methods and techniques, it was observed that techniques such as educational games, drama, and observation applied in the classroom were also used outside school.

 Values education is so important that it is not limited only to classroom processes, as it starts from the family and continues at school and cooperates with the environment. Values education can be carried to out-of-school processes with different methods and techniques, starting from early childhood, which has an important place in personality development, and in the preschool period. While values education is not directly included in out-of-school learning environments in research conducted in the preschool period, value acquisition occurs as a result of activities implemented in out-of-school learning centers. While out-ofschool learning environments are not directly included in values education in research conducted in the preschool period, value acquisition occurs as a result of activities implemented in out-of-school learning centers. In studies conducted with different age groups, values education is directly included outside of school. This study analyzes studies related to out-of-school learning environments and values education through a systematic literature review; It aims to 1 examine the methodological characteristics of research involving out-of-school learning environments and values education in preschool, 2 examine the out-of-school environment used in the research and the values discussed, 3 examine the types of activities and which values are included within the scope of values education in preschool. Within the scope of systematic literature review, 28 studies were examined by scanning YÖK Tez, TRDizin, Google Scholar and DergiPark databases. Maxqda 2022 program was used to analyze the data. 17 of the studies were designed with the qualitative method; were conducted with students as the participant group, and the value types inside and outside the classroom were found to be similar to each other. 17 of the studies were designed with qualitative method; The study was carried out with students, teacher candidates and teachers as the participant group, and the value types inside and outside the classroom were found to be similar to each other. In addition to the ten core values, the values discussed outside of school include values such as sensitivity to cultural and historical heritage, peace, environmental awareness, tolerance, scientificness and aesthetics. While the values discussed in pre-school include respect, responsibility, love, as well as courage, activities are limited to the classroom environment. In terms of including values, similar values were found in studies conducted outside school and in pre-school studies, while in terms of methods and techniques, it was observed that techniques such as educational games, drama, and observation applied in the classroom were also used outside school.

 Values education is so important that it is not limited only to classroom processes, as it starts from the family and continues at school and cooperates with the environment. Values education can be carried to out-of-school processes with different methods and techniques, starting from early childhood, which has an important place in personality development, and in the preschool period. While values education is not directly included in out-of-school learning environments in research conducted in the preschool period, value acquisition occurs as a result of activities implemented in out-of-school learning centers. While out-ofschool learning environments are not directly included in values education in research conducted in the preschool period, value acquisition occurs as a result of activities implemented in out-of-school learning centers. In studies conducted with different age groups, values education is directly included outside of school. This study analyzes studies related to out-of-school learning environments and values education through a systematic literature review; It aims to 1 examine the methodological characteristics of research involving out-of-school learning environments and values education in preschool, 2 examine the out-of-school environment used in the research and the values discussed, 3 examine the types of activities and which values are included within the scope of values education in preschool. Within the scope of systematic literature review, 28 studies were examined by scanning YÖK Tez, TRDizin, Google Scholar and DergiPark databases. Maxqda 2022 program was used to analyze the data. 17 of the studies were designed with the qualitative method; were conducted with students as the participant group, and the value types inside and outside the classroom were found to be similar to each other. 17 of the studies were designed with qualitative method; The study was carried out with students, teacher candidates and teachers as the participant group, and the value types inside and outside the classroom were found to be similar to each other. In addition to the ten core values, the values discussed outside of school include values such as sensitivity to cultural and historical heritage, peace, environmental awareness, tolerance, scientificness and aesthetics. While the values discussed in pre-school include respect, responsibility, love, as well as courage, activities are limited to the classroom environment. In terms of including values, similar values were found in studies conducted outside school and in pre-school studies, while in terms of methods and techniques, it was observed that techniques such as educational games, drama, and observation applied in the classroom were also used outside school.

 Değerler eğitimi aileden başlayıp, okulda devam ederek çevreyle iş birliğinde olduğu için sadece sınıf içi süreçleri ile sınırlı olmayacak kadar önemlidir. Değerler eğitimi, kişilik gelişiminde önemli bir yeri olan erken çocukluk döneminden başlanılarak okul öncesi dönemde farklı yöntem ve tekniklerle okul dışı süreçlere taşınabilir. Okul öncesi dönemde yapılan araştırmalarda değerler eğitiminde okul dışı öğrenme ortamlarına doğrudan yer verilmezken, okul dışı öğrenme merkezlerinde uygulanan etkinlikler sonucu değer kazanımı gerçekleşmektedir. Farklı yaş grubuyla yapılan çalışmalarda ise doğrudan okul dışında değerler eğitimine yer verilmektedir. Bu çalışma okul dışı öğrenme ortamları ve değerler eğitimi ile ilişkili olan çalışmaları sistematik literatür taraması ile analiz ederek; 1 okul dışı öğrenme ortamları ve okul öncesinde değerler eğitimi içeren araştırmaların yöntemsel özelliklerinin 2 araştırmalarda kullanılan okul dışı ortam ve ele alınan değerlerin incelenmesi 3 okul öncesinde değerler eğitimi kapsamında ele alınan etkinlik türleri ve hangi değerlere yer verildiğinin incelenmesini amaçlamaktadır. Sistematik literatür taraması dahilinde YÖK Tez, TRDizin, Google Scholar ve DergiPark veri tabanları taranarak 28 araştırma irdelenmiştir. Verilerin analizinde Maxqda 2022 programı kullanılmıştır. Araştırmaların 17si nitel yöntemle tasarlanmış; katılımcı grubu olarak öğrencilerle çalışılmış olup sınıf içinde ve dışında yer alan değer türleri birbirine benzer olarak bulunmuştur. Araştırmaların 17si nitel yöntemle tasarlanmış; katılımcı grubu olarak öğrenci, öğretmen adayı ve öğretmenlerle çalışılmış olup sınıf içinde ve dışında yer alan değer türleri birbirine benzer olarak bulunmuştur. Okul dışında ele alınan değerler on kök değer yanında kültürel ve tarihi mirasa duyarlılık, barış, çevreye farkındalık, hoşgörü, bilimsellik, estetik gibi değerlere yer verilmiştir. Okul öncesinde ele alınan değerler saygı, sorumluluk, sevginin yanında cesaret değeri de bulunurken etkinlikler sınıf içi ortamla sınırlı kalmıştır. Değerlere yer verme durumu açısından okul dışında yapılan çalışmalarda ve okul öncesi eğitim ile ilgili yapılan çalışmalarda benzer değerler bulunurken yöntem ve teknikler açısından da sınıf içinde uygulanan eğitsel oyun, drama, gözlem gibi tekniklerin okul dışında da kullanıldığı görülmüştür.

Makale detayları

Evaluation of Values Education in Out-of-School Learning Environments in terms of the Applications in Preschool: Systematic Literature Review

Yazarlar:

Müfide Nur Bardakcı | Mehmet Mart

Yayıncı:

Marmara University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Temel Eğitim Araştırmaları Dergisi Vol.3 Issue 2, pp.52-71

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304434

pISSN:

2791-6391

Value

Outside the classroom

Pre-school education

Systematic reviewDeğer

Sınıf dışı

Okul öncesi eğitim

Sistematik inceleme

Yöntem ve teknik

Sayı

Makale detayları

Yazarlar: Müfide Nur Bardakcı | Mehmet Mart

Yayıncı: Marmara University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Temel Eğitim Araştırmaları Dergisi Vol.3 Issue 2, pp.52-71

Belge Tipi: Makale

Yayın Tarihi: 11/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001304434

pISSN: 2791-6391

Sayı

Yazarlar:

Müfide Nur Bardakcı | Mehmet Mart

Yayıncı:

Marmara University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Temel Eğitim Araştırmaları Dergisi Vol.3 Issue 2, pp.52-71

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001304434

pISSN:

2791-6391