EĞİTİMDE BAHÇE ÇALIŞMALARININ TARİHSEL GELİŞİMİ VE TÜRKİYE CUMHURİYETİ’NİN ERKEN DÖNEMLERİNDE OKUL UYGULAMA BAHÇELERİ
Küçük Resim Yok
Tarih
2018
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Eğitimde bahçe çalışmalarından yararlanma düşüncesinin felsefi temelleri Antik Döneme kadar uzanmakla birlikte, 19. yüzyılın yenilikçi eğitim kurumlarıyla yaygınlık kazanmıştır. Okul bahçeciliği dünyada ve ülkemizde gerek eğitim reformcuları, gerekse hükümetler ve sivil toplum tarafından değişik gerekçelerle desteklenerek, günümüze kadar varlığını sürdürmüştür. Son dönemlerde aşırı betonlaşma, çevre sorunlarının artması, kapalı ortamlara mahkûm olan çocukların doğadan uzaklaşması ve sağlıksız beslenme gibi sorunlara bağlı olarak okullarda eko okul ve okul bahçesinde tarım uygulamaları gibi projelere yönelim artmıştır. Bu çalışmanın amacı eğitimde tarım uygulamaları ve okul bahçelerinden faydalanmanın tarihsel gelişimini ortaya koyarak, Cumhuriyet Dönemindeki okul uygulama bahçelerini incelemektir. Çalışma kapsamında nitel araştırma yöntemiyle konuya ilişkin güncel literatürün yanı sıra, Cumhuriyet Dönemi’ndeki uygulama bahçelerine ilişkin birincil kaynaklar taranmıştır. Araştırma dünyada 150 yıllık bir geçmişe sahip olan okul bahçeciliğinin, Türkiye Cumhuriyeti tarihinde eğitimin yeniden yapılandırılması sürecinde önemli bir yer tuttuğunu ve bu dönemdeki uygulama bahçeleri deneyimlerinin günümüz çalışmalarına ışık tutulabilecek çıkarımlar içerdiğini ortaya koymaktadır.
The philosophical foundations of the idea of benefiting from gardening in education have extended to the Antique Period, but have become widespread with the innovative educational institutions of the 19th century. School gardens are kept in presence to support of educational reformers, governments and civil society for different reasons. Recently, due to problems such as excessive concrete, pollution, unhealthy nutrition and children who are doomed to closed environments have led some educators to develop such projects as eco-schools, and agricultural practices in school gardens in order to raise students' environmental awareness. The aim of this study was to examine the historical development of agricultural practices in school gardens as well as the school gardens in the Early Turkish Republic period, from a historical perspective. In the scope of the study, current literature about the subject was first introduced. Then such primary documents as legal regulations, reports, curricula, materials related to teacher education and periodicals in the early Turkish Republic period were analyzed. Findings showed that gardens with a 150 years history in the world were also prominence during the process of restructuring the education system in the Republic of Turkey in its first decades. Pedagogical knowledge gained through practice in school gardens during that period has great potential to inform current educational research and practice.
The philosophical foundations of the idea of benefiting from gardening in education have extended to the Antique Period, but have become widespread with the innovative educational institutions of the 19th century. School gardens are kept in presence to support of educational reformers, governments and civil society for different reasons. Recently, due to problems such as excessive concrete, pollution, unhealthy nutrition and children who are doomed to closed environments have led some educators to develop such projects as eco-schools, and agricultural practices in school gardens in order to raise students' environmental awareness. The aim of this study was to examine the historical development of agricultural practices in school gardens as well as the school gardens in the Early Turkish Republic period, from a historical perspective. In the scope of the study, current literature about the subject was first introduced. Then such primary documents as legal regulations, reports, curricula, materials related to teacher education and periodicals in the early Turkish Republic period were analyzed. Findings showed that gardens with a 150 years history in the world were also prominence during the process of restructuring the education system in the Republic of Turkey in its first decades. Pedagogical knowledge gained through practice in school gardens during that period has great potential to inform current educational research and practice.
Açıklama
Anahtar Kelimeler
Sanat, Eğitim, Eğitim Araştırmaları
Kaynak
Tarih Okulu Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
36
