Fifth-Grade Students' Intrapersonal and Interpersonal Experiences Regarding the Adventure Based Learning Model

Sena Kırlangıç; Fatih Dervent; Erhan Devrilmez

Makale detayları

Fifth-Grade Students' Intrapersonal and Interpersonal Experiences Regarding the Adventure Based Learning Model

Yazarlar:

Sena Kırlangıç | Fatih Dervent | Erhan Devrilmez

Yayıncı:

Hacettepe University

Ana Başlıklar:

Beden Eğitimi ve Oyun

Dergi:

Spor Bilimleri Dergisi Vol.36 Issue 3, pp.167-184

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357917

pISSN:

2667-6672

Anahtar kelimeler:

Özet:

 Using model-based approaches in physical education enables students to transfer the knowledge and skills to contexts beyond the lesson. One such approach is the Adventure-Based Learning ABL model, a student-centered teaching strategy that involves a deliberate sequence of activities designed to foster both intrapersonal and interpersonal skills. Games created within the ABL framework effectively support affective domain competencies. This study aimed to explore the intrapersonal and interpersonal experiences of fifth-grade students who participated in an eight-lesson ABL-based unit. Employing a case study design, the study involved 21 fifth-grade students. Over four weeks, students engaged in ABL activities during physical education classes for two hours per week. The models pedagogical steps were applied with an emphasis on communication, collaboration, trust, and problem-solving. Data were collected through student-generated stories, photovoice artifacts, semi-structured interviews to explore the meanings behind these products, group discussions, and field notes taken by the researcher. Data were analyzed using the constant comparison method. The findings revealed four themes that reflect the students experiences. We understand each other even without speaking; We can succeed together, Listen, share, try; We need a reliable leader. These findings suggest that the ABL model significantly enhances students intrapersonal and interpersonal development within physical education settings. Given its consistency with curriculum goals such as self-management, social skills, and critical thinking, the ABL model is recommended for inclusion in teacher education and in-service training. Long-term studies across different age groups and disciplines are also suggested to more comprehensively evaluate its effectiveness.

 Using model-based approaches in physical education enables students to transfer the knowledge and skills to contexts beyond the lesson. One such approach is the Adventure-Based Learning ABL model, a student-centered teaching strategy that involves a deliberate sequence of activities designed to foster both intrapersonal and interpersonal skills. Games created within the ABL framework effectively support affective domain competencies. This study aimed to explore the intrapersonal and interpersonal experiences of fifth-grade students who participated in an eight-lesson ABL-based unit. Employing a case study design, the study involved 21 fifth-grade students. Over four weeks, students engaged in ABL activities during physical education classes for two hours per week. The models pedagogical steps were applied with an emphasis on communication, collaboration, trust, and problem-solving. Data were collected through student-generated stories, photovoice artifacts, semi-structured interviews to explore the meanings behind these products, group discussions, and field notes taken by the researcher. Data were analyzed using the constant comparison method. The findings revealed four themes that reflect the students experiences. We understand each other even without speaking; We can succeed together, Listen, share, try; We need a reliable leader. These findings suggest that the ABL model significantly enhances students intrapersonal and interpersonal development within physical education settings. Given its consistency with curriculum goals such as self-management, social skills, and critical thinking, the ABL model is recommended for inclusion in teacher education and in-service training. Long-term studies across different age groups and disciplines are also suggested to more comprehensively evaluate its effectiveness.

 Using model-based approaches in physical education enables students to transfer the knowledge and skills to contexts beyond the lesson. One such approach is the Adventure-Based Learning ABL model, a student-centered teaching strategy that involves a deliberate sequence of activities designed to foster both intrapersonal and interpersonal skills. Games created within the ABL framework effectively support affective domain competencies. This study aimed to explore the intrapersonal and interpersonal experiences of fifth-grade students who participated in an eight-lesson ABL-based unit. Employing a case study design, the study involved 21 fifth-grade students. Over four weeks, students engaged in ABL activities during physical education classes for two hours per week. The models pedagogical steps were applied with an emphasis on communication, collaboration, trust, and problem-solving. Data were collected through student-generated stories, photovoice artifacts, semi-structured interviews to explore the meanings behind these products, group discussions, and field notes taken by the researcher. Data were analyzed using the constant comparison method. The findings revealed four themes that reflect the students experiences. We understand each other even without speaking; We can succeed together, Listen, share, try; We need a reliable leader. These findings suggest that the ABL model significantly enhances students intrapersonal and interpersonal development within physical education settings. Given its consistency with curriculum goals such as self-management, social skills, and critical thinking, the ABL model is recommended for inclusion in teacher education and in-service training. Long-term studies across different age groups and disciplines are also suggested to more comprehensively evaluate its effectiveness.

 Beden eğitimi ve spor derslerinde model temelli yaklaşımların kullanımı, öğrencilerin derste edindikleri bilgi, tutum ve davranışları dersin ötesine aktarabilmelerine katkı sağlamaktadır. Macera Temelli Öğrenme modeli, öğrencilere kişisel ve kişilerarası beceriler kazandırmak amacıyla planlanmış etkinlikler dizisi içeren öğrenci merkezli bir öğretim modelidir. Bu modele bağlı kalarak hazırlanan oyunlar, özellikle duyuşsal alan becerilerinin gelişimini destekler. Bu çalışmanın amacı, 5.sınıf öğrencilerinin beden eğitimi ve spor dersinde uygulanan 8 derslik Macera Temelli Öğrenme modeli ünitesine ilişkin kişisel ve kişilerarası deneyimlerini incelemektir. Çalışmada, nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Çalışma grubunu, bir ortaokulda 5.sınıfta öğrenim gören 21 öğrenci oluşturmuştur. Ünite süresince, haftada iki saat olmak üzere dört hafta boyunca beden eğitimi ve spor dersinde öğrencilere iletişim, iş birliği, güven ve problem çözme temalarına uygun olarak modelin pedagojik adımları uygulanmıştır. Hikâyeler, çizim günlükleri, bu ürünlerin içerdiği anlamları açığa çıkarmaya yönelik yarı yapılandırılmış görüşmeler, tartışma seansları ve araştırmacının tuttuğu alan notları araştırmanın veri toplama araçlarını oluşturmuştur. Elde edilen veriler, sürekli karşılaştırma yöntemiyle incelenmiştir. Bulgular, öğrencilerin deneyimlerini yansıtan dört tema ortaya koymuştur: Konuşmasak da anlaşırız; Birlikte başarabiliriz, Dinle, paylaş, dene; Güvenilir bir lidere ihtiyacımız var. Bu bulgular, Macera Temelli Öğrenme Modelinin öğrencilerin beden eğitimi ve spor dersindeki kişisel ve kişilerarası deneyimlerine katkı sağladığını göstermektedir. Modelin, öz yönetim, sosyal beceriler ve düşünme becerileri gibi öğretim programının genel amaçlarında yer alan yetkinlikler doğrultusunda hem öğretmen adaylarına hem de hizmet içi eğitim programlarındaki öğretmenlere öğretilmesi gereken önemli bir öğretim modeli olduğu düşünülmektedir. Bu bağlamda, modelin etkinliğini daha kapsamlı değerlendirebilmek için farklı yaş grupları ve disiplinlerde uzun vadeli çalışmaların yapılması önerilmektedir.

Makale detayları

Fifth-Grade Students' Intrapersonal and Interpersonal Experiences Regarding the Adventure Based Learning Model

Yazarlar:

Sena Kırlangıç | Fatih Dervent | Erhan Devrilmez

Yayıncı:

Hacettepe University

Ana Başlıklar:

Beden Eğitimi ve Oyun

Dergi:

Spor Bilimleri Dergisi Vol.36 Issue 3, pp.167-184

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357917

pISSN:

2667-6672

Physical education

Experiential learning

Cooperative games

Pedagogical model

Model-based instructionBeden eğitimi

Deneyimsel öğrenme

İş birlikli oyunlar

Pedagojik model

Model temelli öğretim

Sayı

Makale detayları

Yazarlar: Sena Kırlangıç | Fatih Dervent | Erhan Devrilmez

Yayıncı: Hacettepe University

Ana Başlıklar: Beden Eğitimi ve Oyun

Dergi: Spor Bilimleri Dergisi Vol.36 Issue 3, pp.167-184

Belge Tipi: Makale

Yayın Tarihi: 5/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357917

pISSN: 2667-6672

Sayı

Yazarlar:

Sena Kırlangıç | Fatih Dervent | Erhan Devrilmez

Yayıncı:

Hacettepe University

Ana Başlıklar:

Beden Eğitimi ve Oyun

Dergi:

Spor Bilimleri Dergisi Vol.36 Issue 3, pp.167-184

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357917

pISSN:

2667-6672