Doğal Açık Alanlarda Uygulanan Sorgulama Temelli Etkinliklerin Çocukların Geometrik ve Uzamsal Düşünme Becerilerine Etkisi

Abstract

In this study, implementation of inquiry-based activities in natural outdoors and classroom settings were investigated. The main research questions were “Do inquiry-based activities implemented in natural outdoors and implemented in classroom settings have effects on children’s geometric (shape, area, symmetry) and spatial thinking skills (spatial orientation, spatial visualization)” and “Are Geometric and Spatial Thinking Skills Test (GEOST-ST) and Geometric and Spatial Thinking Skills Observation Form (GEOST-OF) valid and reliable measures?”. A Total of 32 pre-school age children attending 3 different pre-schools and their teachers (3), participated this study. Homogenous Sampling which is one of purposeful sampling methods was used to select the participants. The study was a quasi-experimental research and Nonequivalent Control Group Design was used. A program module, Inquiry-Based Activities Module (IBAM) was developed to support children’s acquisition of geometric and spatial thinking skills by the researcher to be implemented in natural outdoors and classroom settings. GEOST-ST and GEOSTOF were used as data collection tools. Split-Plot ANOVA was performed to analyze the data obtained by using GEOST-ST and Kruskall-Wallis Test for the data obtained by using GEOST-OF, considering the assumptions of parametric tests. According to the results of this study; the effect of inquiry-based activities implemented in natural outdoors and implemented in classroom settings on children’s geometric thinking skills is statistically significant, but not for spatial thinking skills. On the other hand, GEOST-ST and GEOST-OF are valid and reliable measures. The other result of the study was inquiry-based activities implemented in natural outdoors are much more effective to support children’s acquisition of geometric thinking, shape, area and spatial visualization skills, than inquiry-based activities or non-inquiry-based activities implemented in classroom settings. According to the results of this study, inquiry-based mathematics activities intended to be implemented in natural outdoors, may be a useful tool to support 48 to 66- x month-old children’s acquisition of geometric and spatial thinking skills. In this regard, teacher training programs should offer courses intended to promote inquiry skills and to promote teacher candidates’ abilities to create appropriate learning opportunities for inquiry-based learning, and abilities to develop, plan and implement appropriate inquiry-based activities. In-service trainings intended to promote teachers’ knowledge and skills related to inquiry-based learning and to extend teachers’ knowledge about the effects of natural outdoors on children’s learning and development, should be provided to in-service teachers. Society should be made aware of the importance and benefits of natural outdoors on children’s learning and development and people who have prejudices against natural outdoors should be provided educational opportunities about positive outcomes of natural outdoors.