SavedAdd your journal

Journals / Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi / 2022 / Cilt: 12 Sayı: 4

NATURE-BASED LEARNING AND DIGITAL COMPETENCIES IN EARLY YEARS EDUCATION

Vahide Yiğit Gençten(ADIYAMAN ÜNİVERSİTESİ)0000-0003-0372-2298
Filiz Aydemir(ADIYAMAN ÜNİVERSİTESİ)0000-0002-5996-9153
Mehmet Gultekin(ADIYAMAN ÜNİVERSİTESİ)0000-0002-8040-2936
Pages
2160–2176
Publication Date
2022-12-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Therefore, this study can contribute to a better understanding of why and how to integrate these different approaches and should be valuable to practitioners wishing to support children with a well-rounded approach.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The activities, approaches, and classroom instructions in which technology is at the center gradually increase as a necessity of our world.
📊
Key Findings & Data:Through classroom practice, it is aimed that children develop competence and skills from an early age.
💡
Conclusion & Impact:Therefore, this study can contribute to a better understanding of why and how to integrate these different approaches and should be valuable to practitioners wishing to support children with a well-rounded approach.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Dijital yeterlilikler · doğa temelli öğrenme · okul öncesi eğitimi

Abstract

The activities, approaches, and classroom instructions in which technology is at the center gradually increase as a necessity of our world. Through classroom practice, it is aimed that children develop competence and skills from an early age. On the other hand, substantial research has been undertaken on nature-based approaches to children’s learning. However, integrating the benefits of nature-based learning and digital competencies has yet to be understood. The present study seeks to understand and explain this integration and relationship between nature and technology in the early years of education. For this purpose, this study used previous literature as a supporting resource. This review found evidence that the practice of integrating nature-based learning with technology is effective in children’s understanding and development. Therefore, this study can contribute to a better understanding of why and how to integrate these different approaches and should be valuable to practitioners wishing to support children with a well-rounded approach.

Özet

Teknolojinin merkezde olduğu etkinlikler, yaklaşımlar ve sınıf içi uygulamalar dünyamızın bir gereği olarak giderek artmaktadır. Sınıf içi uygulamalarla çocukların erken yaşlardan itibaren yetkinlik ve becerilerini geliştirmeleri amaçlanmaktadır. Öte yandan, çocukların öğrenmesine yönelik doğa temelli yaklaşımlar üzerine önemli araştırmalar yapılmıştır. Ancak, doğa temelli öğrenme ve dijital yeterliliklerin faydalarının entegre edilmesi henüz yeterince anlaşılmamıştır. Bu çalışma, eğitimin ilk yıllarında doğa ve teknoloji arasındaki bu bütünleşmeyi anlamaya ve açıklamaya çalışmaktadır. Bu amaçla, bu çalışma, destekleyici bir kaynak olarak mevcut literatürü kullanmıştır. Bu çalışmanın sonucunda, doğa temelli öğrenmeyi teknolojiyle bütünleştirme uygulamasının çocukların anlama ve gelişmesinde etkili olduğuna dair kanıtlar bulmuştur. Bu nedenle, bu çalışma, bu farklı yaklaşımların neden ve nasıl entegre edileceğinin daha iyi anlaşılmasına katkıda bulunabilir ve çocukları çok yönlü bir yaklaşımla desteklemek isteyen uygulayıcılar için önemli bir yere sahiptir.

🔖

Cite This Article

Gençten, V. Y., Aydemir, F., Gultekin, M. (2022). NATURE-BASED LEARNING AND DIGITAL COMPETENCIES IN EARLY YEARS EDUCATION. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, Cilt: 12 Sayı: 4, 2160–2176. https://doi.org/10.30783/nevsosbilen.1123453

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (105)

  1. Adedokun, O. A., Liu, J., Parker, L. C., & Burgess, W. (2014). Meta-analytic Evaluation of a Virtual Field Trip to Connect Middle School Students with University Scientists. Journal of Science Education and Technology, 24(1), 91-102. https://doi.org/10.1007/s10956-014-9524-6
  2. Ahi, B., & Kahriman-Pamuk, D. (2021). “Environment Is Like Nature”: Opinions Of Children Attending Forest Kindergarten About The Concept Of Environment. International Electronic Journal of Environmental Education, 11(2), 91-110.
  3. Ajaps, S., & Forh Mbah, M. (2022). Towards a critical pedagogy of place for environmental conservation. Environmental Education Research, 1-16. https://doi.org/10.1080/13504622.2022.2050889
  4. Alkan, C. (1990). Öğrenme öğretme durumlarının temel bir öğesi olarak öğretim araçları üzerine bir öğretim ünitesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 7(1), 339-344.
  5. Almeida, L. S., Prieto, M. D., Ferreira, A. I., Bermejo, M. R., Ferrando, M., & Ferrandiz, C. (2010). Intelligience assesment: Garder multiple intelligience theory as and alternative. Learning and Individual Differences, 20(3), 225-230.
  6. Arpa, M. (2017). Gelişen eğitim teknolojilerinin eğitim programlarına etkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 6(3), 128–135.
  7. Banks, J. A. (1995). Multicultural Education and Curriculum Transformation. The Journal of Negro Education, 64(4), 390-400.
  8. Barak, M., & Ziv, S. (2013). Wandering: A Web-based platform for the creation of location-based interactive learning objects. Computers & Education, 62, 159-170. https://doi.org/10.1016/j.compedu.2012.10.015
  9. Barbalios, N., Ioannidou, I., Tzionas, P., & Paraskeuopoulos, S. (2013). A model supported interactive virtual environment for natural resource sharing in environmental education. Computers & Education, 62, 231-248. https://doi.org/10.1016/j.compedu.2012.10.029
  10. Beck, C. R. (2010). Matching teaching strategies to learning style preferences. The Teacher Educator, 37(1), 1-15.
  11. Beery, T., & Jørgensen, K. A. (2016). Children in nature: sensory engagement and the experience of biodiversity. Environmental Education Research, 24(1), 13-25. https://doi.org/10.1080/13504622.2016.1250149
  12. Bilgiç, H. G., Duman, D. & Seferoğlu, S. S. (2011). Dijital yerlilerin özellikleri ve çevrim içi ortamların tasarlanmasındaki etkileri. Akademik Bilişim’11- XIII. Akademik Bilişim Konferansı Bildirileri. 2-4 Şubat 2011 İnönü Üniversitesi, Malatya.
  13. Blackwell, S. (2015). Impacts of Long Term Forest School Programmes on Children’s Resilience, Confidence and Wellbeing https://getchildrenoutdoors.files.wordpress.com/2015/06/impacts-of-long-term-forest-schools-programmes-on-childrens-resilience-confidence-and-wellbeing.pdf
  14. Bonnett, M. (2021). Environmental consciousness, nature, and the philosophy of education: some key themes. Environmental Education Research, 1-11. https://doi.org/10.1080/13504622.2021.1951174
  15. Boyraz, Z. (2008). Türk eğitim sisteminde eğitim teknolojisinin eğitim- öğretim kalitesine etkisi [Yayınlanmış yüksek lisans tezi]. Beykent Üniversitesi.
  16. Bradley, K., & Male, D. (2017). ‘Forest School is muddy and I like it’: Perspectives of young children with autism spectrum disorders, their parents and educational professionals. Educational and Child Psychology, 34, 80-96.
  17. Bronfenbrenner, U. (1979). Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
  18. Brown, D. J., McHugh, D., Standen, P., Evett, L., Shopland, N., & Battersby, S. (2011). Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. Computers & Education, 56(1), 11-20. https://doi.org/10.1016/j.compedu.2010.04.014
  19. Bruch, K. M., Braun, H.-W., & Teel, S. (2011). Evaluating the Effectiveness of Live Interactive Virtual Explorations Involving a Hard-to-Reach Native American Earth Lodge and a Pacific Island Volcanoes Site. Journal of Interpretation Research, 16(1), 67-72.
  20. Bruni, C. M., Winter, P. L., Schultz, P. W., Omoto, A. M., & Tabanico, J. J. (2015). Getting to know nature: evaluating the effects of the Get to Know program on children’s connectedness with nature. Environmental Education Research, 23(1), 43-62. https://doi.org/10.1080/13504622.2015.1074659
  21. Burke, A., Moore, S., Molyneux, L., Lawlor, A., Kottwitz, T., Yurich, G., Sanson, R., Andersen, O., & Card, B. (2021). Children’s wellness: outdoor learning during Covid-19 in Canada. Education in the North, 28(2), 24-45. https://doi.org/10.26203/p99r-0934
  22. Bursztyn, N., & Campbell, T. (2015). Utilizing Geo-referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips. International Journal of Education in Mathematics Science and Technology, 3(2), 93-100. https://doi.org/10.18404/ijemst.88970
  23. Chang, S. C., Hsu, T. C., Kuo, W. C., & Jong, M. S. Y. (2019). Effects of applying a VR‐based two‐tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51(1), 148-165. https://doi.org/10.1111/bjet.12790
  24. Chen, J., & Cowie, B. (2013). Scientists Talking to Students through Videos. International Journal of Science and Mathematics Education, 12, 445-465.
  25. Ceylan, M. (2018). With parental eye, factors that prevent to attend nature activites. Educational Research and Reviews, 13(24), 769-776. https://doi.org/10.5897/err2018.3629
  26. Cohn, T. C., Swanson, E., Whiteman Runs Him, G., Hugs, D., Stevens, L., & Flamm, D. (2014). Placing Ourselves on a Digital Earth: Sense of Place Geoscience Education in Crow Country. Journal of Geoscience Education, 62(2), 203-216. https://doi.org/10.5408/12-404.1
  27. Collado, S., Rosa, C. D., & Corraliza, J. A. (2020). The Effect of a Nature-Based Environmental Education Program on Children’s Environmental Attitudes and Behaviors: A Randomized Experiment with Primary Schools. Sustainability, 12(17). https://doi.org/10.3390/su12176817
  28. Collins, A. & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18-27. https://doi.org/10.1111/j.1365-2729.2009.00339.x
  29. Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091. https://doi.org/10.1002/sce.20164
  30. Cordiano, T. S., Lee, A., Wilt, J., Elszasz, A., Damour, L. K., & Russ, S. W. (2019). Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers are Equally Prepared for Kindergarten. The International Journal of Early Childhood Environmental Education, 6(3), 18-36.
  31. Cree, J., & McCree, M. (2012). A Brief History of the Roots of Forest School in the UK (Horizons, Issue. Cutter-Mackenzie-Knowles, A., Malone, K., & Hacking, E. B. (2020). Research Handbook on Childhoodnature. Springer.
  32. Çelik, T. (2020). Sosyal bilim derslerini dijital materyallerle bütünleştirme sürecinde öğretmen adayı görüşleri: Fenomenolojik bir araştırma. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 1407-1422. https://dx.doi.org/10.17240/aibuefd.2020.20.56791-603364
  33. Dale, R. G., Powell, R. B., Stern, M. J., & Garst, B. A. (2020). Influence of the natural setting on environmental education outcomes. Environmental Education Research, 26(5), 613-631. https://doi.org/10.1080/13504622.2020.1738346
  34. Davies, R., & Hamilton, P. (2016). Assessing learning in the early years’ outdoor classroom: examining challenges in practice. Education 3-13, 46(1), 117-129. https://doi.org/10.1080/03004279.2016.1194448
  35. Dean, S. (2019). Seeing the Forest and the Trees: A Historical and Conceptual Look at Danish Forest Schools. The International Journal of Early Childhood Environmental Education, 6(3), 53-64.
  36. Delacruz, S. (2018). Building Digital Literacy Bridges: Connecting Cultures and Promoting Global Citizenship in Elementary Classrooms through School-Based Virtual Field Trips. TechTrends, 63(4), 428-439. https://doi.org/10.1007/s11528-018-0350-1
  37. Dennis, S. F., Wells, A., & Bishop, C. (2014). A Post-Occupancy Study of Nature-Based Outdoor Classrooms in Early Childhood Education. Children, Youth and Environments, 24(2), 35-52.
  38. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
  39. Dewey, J. (1986). Experience and Education. The Educational Forum, 50(3), 241-252. https://doi.org/10.1080/00131728609335764
  40. Duhn, I. (2012). Places for Pedagogies, Pedagogies for Places. Contemporary Issues in Early Childhood, 13(2), 99-107. https://doi.org/10.2304/ciec.2012.13.2.99
  41. Ebbeck, M., Yim, H. Y. B., & Warrier, S. (2019). Early Childhood Teachers’ Views and Teaching Practices in Outdoor Play with Young Children in Singapore. Early Childhood Education Journal, 47(3), 265-273. https://doi.org/10.1007/s10643-018-00924-2
  42. Edstrand, E. (2015). Making the invisible visible: how students make use of carbon footprint calculator in environmental education. Learning, Media and Technology, 41(2), 416-436. https://doi.org/10.1080/17439884.2015.1032976
  43. Ekmen, C. & Bakar, E. (2019). İlköğretimde öğretim programları ve ders kitaplarında dijital yetkinliğin yeri. Milli Eğitim Dergisi, 48(221), 5-35.
  44. Eurydice Network Report. (2012). https://op.europa.eu/fr/publication-detail/- /publication/9e2d1009-d3bd-4d00-9feb-74cce4d5e990/language.
  45. Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Gebhardt, E. (2014). Preparing for life in a digital age - The IEA international computer and ınformation literacy study ınternational report. Springer International Publishing.
  46. Fokides, E., & Chachlaki, F. (2019). 3D Multiuser Virtual Environments and Environmental Education: The Virtual Island of the Mediterranean Monk Seal. Technology, Knowledge and Learning, 25(1), 1-24. https://doi.org/10.1007/s10758-019-09409-6
  47. Freire, P. (1970). Pedagogy of the Oppressed. continuum.
  48. Freire, P. (1974). Education for Critical Consciousness. continuum.
  49. Geçgel, H., Kana, F. & Eren, D. (2020). Türkçe eğitiminde dijital yetkinlik kavramının farklı değişkenler açısından incelenmesi. Ana Dili Eğitimi Dergisi, 8(3), 886-904.
  50. Gill, S. E., Marcum-Dietrich, N., & Becker-Klein, R. (2014). Model My Watershed: Connecting Students’ Conceptual Understanding of Watersheds to Real-World Decision Making. Journal of Geoscience Education, 62(1), 61-73. https://doi.org/10.5408/12-395.1
  51. Grotzer, T. A., Kamarainen, A. M., Tutwiler, M. S., Metcalf, S., & Dede, C. (2013). Learning to Reason about Ecosystems Dynamics over Time: The Challenges of an Event-Based Causal Focus. BioScience, 63(4), 288-296. https://doi.org/10.1525/bio.2013.63.4.9
  52. Gruenewald, D. A. (2003). The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher, 32(4), 3-12.
  53. Gruno, J., & Gibbons, S. L. (2020). Incorporating Nature-based Physical Activity in Physical and Health Education. Journal of Physical Education, Recreation & Dance, 91(3), 26-34. https://doi.org/10.1080/07303084.2019.1705210
  54. Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37-52.
  55. Güler Yıldız, T., Öztürk, N., İlhan İyi, T., Aşkar, N., Banko Bal, Ç., Karabekmez, S., & Höl, Ş. (2021). Education for sustainability in early childhood education: a systematic review. Environmental Education Research, 27(6), 796-820. https://doi.org/10.1080/13504622.2021.1896680
  56. Han, I. (2019). Immersive virtual field trips in education: A mixed‐methods study on elementary students’ presence and perceived learning. British Journal of Educational Technology, 51(2), 420-435. https://doi.org/10.1111/bjet.12842
  57. Harrington, M. C. R. (2011). Empirical Evidence of Priming, Transfer, Reinforcement, and Learning in the Real and Virtual Trillium Trails. IEEE Transactions on Learning Technologies, 4(2), 175-186. https://doi.org/10.1109/tlt.2010.20
  58. Harwood, D., Boileau, E., Dabaja, Z., & Julien, K. (2020). Exploring the national scope of outdoor nature-based early learning programs in Canada: Findings from a large-scale survey study. The International Journal of Holistic Early Learning and Development, 6, 1-24.
  59. Hicks, D., John L., Michael B., Cheryl B. & Richard D. (2014). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, 14(4), 433-450.
  60. Hooks, B. (1994). Engaged Pedagogy: A Transgressive Education for Critical Consciousness Routledge.
  61. Jacobson, A. R., Militello, R., & Baveye, P. C. (2009). Development of computer-assisted virtual field trips to support multidisciplinary learning. Computers & Education, 52(3), 571-580. https://doi.org/10.1016/j.compedu.2008.11.007
  62. Jørgensen, K.-A. (2015). Bringing the jellyfish home: environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8), 1139-1157. https://doi.org/10.1080/13504622.2015.1068277
  63. Ilomäki, L., Paavola, S., Kantosalo, A. & Lakkala, M. (2016). Digital Competence-an emergent boundary concept for policy and educational research. Educ. Inf. Technol (21), 655-679. https://www.myk.gov.tr/index.php/tr/turkiye-yeterlilikler-cercevesi.
  64. Kayira, J. (2013). (Re)creating spaces foruMunthu: postcolonial theory and environmental education in southern Africa. Environmental Education Research, 21(1), 106-128. https://doi.org/10.1080/13504622.2013.860428
  65. Kegan, R. (2009). What “form” transforms? A constructive-developmental approach to transformative learning. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning theorists … in their own words. Routledge.
  66. Kleinhenz, P. N., & Parker, M. S. (2017). Video as a tool to increase understanding and support for the Endangered Species Act. Applied Environmental Education & Communication, 16(1), 41-55. https://doi.org/10.1080/1533015x.2017.1282333
  67. Klingenberg, K. (2013). ‘Primärerfahrung’ with living animals in contrast to educational videos: a comparative intervention study. Journal of Biological Education, 48(2), 105-112. https://doi.org/10.1080/00219266.2013.849285
  68. Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211-221. Kumashiro, K. K. (2000). Toward a Theory of Anti-Oppressive Education. Review of Educational Research, 70(1), 25-53.
  69. Kurudayıoğlu, M. & Soysal, T. (2020). 2018 Türkçe dersi öğretim programının dijital yetkinlik bakımından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 54, 184-199.
  70. Lankshear, C. & Knobel, M. (Eds). (2008). Digital literacies concepts, policies and practies. Peter Lang Publishing.
  71. Lee, H., Stern, M. J., & Powell, R. B. (2020). Do pre-visit preparation and post-visit activities improve student outcomes on field trips? Environmental Education Research, 26(7), 989-1007. https://doi.org/10.1080/13504622.2020.1765991
  72. Leea, C. K., & Bailie, P. E. (2019). Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities, 56(4), 147-158. https://doi.org/10.1080/00368121.2020.1742641
  73. Lowenthal, P. R., Borup, J., West, R. E., & Archambault, L. (2020). Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic. Jl. of Technology and Teacher Education 28(2), 383-391.
  74. Malone, K., Truong, S., & Gray, T. (2017). Reimagining Sustainability in Precarious Times. Springer.
  75. Milli Eğitim Bakanlığı (MEB). (2018). Coğrafya dersi öğretim programı. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=336
  76. MEB. (2018). Felsefe dersi öğretim programı. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=338
  77. MEB. (2018). Tarih dersi öğretim programı. http://mufredat.meb.gov.tr/Dosyalar/201822142524139-Tarih%20d%C3%B6p.pdf.
  78. Merritt, E. G., & Bowers, N. (2020). Missed opportunities for observation‐based ecology in the Next Generation Science Standards. Science Education, 104(4), 619-640. https://doi.org/10.1002/sce.21572
  79. Merritt, E. G., Stern, M. J., Powell, R. B., & Frensley, B. T. (2022). A systematic literature review to identify evidence-based principles to improve online environmental education. Environmental Education Research, 1-21. https://doi.org/10.1080/13504622.2022.2032610
  80. Mezirow, J. (1978). Perspective Transformation. Adult Education Quarterly, 28(2), 100-110. https://doi.org/10.1177/074171367802800202
  81. Numanoğlu, G. (1995). Bir eğitim ortamı olarak bilgisayardan yararlanmada politika ve stratejiler [Yayınlanmış yüksek lisans tezi]. Ankara Üniversitesi.
  82. Özdener, N. & Öztok, M. (2005). Türk ve İngiliz öğretim programlarının bilgisayar ve internet okuryazarlığı açısından karşılaştırılması. Millî Eğitim Dergisi, 167(2), 236-247.
  83. Özerbaş, M. A. & Kuralbаyeva, A. (2018). Türkiye ve Kazakistan öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi. MSKU Eğitim Fakültesi Dergisi, 5(1), 16-25.
  84. Öztok, M. (2007). Avrupa birliği eğitim faaliyetlerinde bilgi ve iletişim teknolojileri açısından Türk öğretim programındaki bilgisayar dersinin yeterliliği [Yayınlanmış yüksek lisans tezi]. Marmara Üniversitesi.
  85. Öztürk, M. C. (2013). Dijital iletişim ve yeni medya. Anadolu Üniversitesi Yayınları.
  86. Pala, S.M. & Başıbüyük, A. (2020). 10-12 yaş grubu öğrencileri için dijital okuryazarlık ölçeği geliştirme çalışması. Akdeniz Eğitim Araştırmaları Dergisi, 14(33), 542-565. https://doi.org/10.29329/mjer.2020.272.25
  87. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
  88. Pedersen, S., & Irby, T. (2014). The VELscience project: Middle schoolers’ engagement in student-directed inquiry within a virtual environment for learning. Computers & Education, 71, 33-42. https://doi.org/10.1016/j.compedu.2013.09.006
  89. Petersson, E., Andersson, A. L., & Säljö, R. (2013). Exploring Nature through Virtual Experimentation: Picking up Concepts and Modes of Reasoning in Regular Classroom Practices. UNIVERSITETSFORLAGET, NORDIC JOURNAL OF DIGITAL LITERACY, 8(3), 139-156.
  90. Puhek, M., Perše, M., & Šorgo, A. (2012). Comparison Between a Real Field Trip and a Virtual Field Trip in a Nature Preservee: Knowledge Gained in Biology and Ecology. Journal of Baltic Science Education, 11(2), 164-174.
  91. Quay, J., Gray, T., Thomas, G., Allen-Craig, S., Asfeldt, M., Andkjaer, S., Beames, S., Cosgriff, M., Dyment, J., Higgins, P., Ho, S., Leather, M., Mitten, D., Morse, M., Neill, J., North, C., Passy, R., Pedersen-Gurholt, K., Polley, S.,. Foley, D. (2020). What future/s for outdoor and environmental education in a world that has contended with COVID-19? Journal of Outdoor and Environmental Education, 23(2), 93-117. https://doi.org/10.1007/s42322-020-00059-2
  92. Redecker, C. (2017). European Framework for the Digital Competence of Educators:DigCompEdu. In: Punie, Y. (Ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg. http://dx.doi.org/10.2760/159770
  93. Rundgren, S.-N. C., Nyberg, L., Evers, M., & Alexandersson, J. (2015). Learning about flood risk: comparing the Web-based and physical flood-walk learning environments. Asia-Pacific Forum on Science Learning and Teaching, 16(1), 1-18.
  94. Salmerón, L., Sampietro, A., & Delgado, P. (2020). Using Internet videos to learn about controversies: Evaluation and integration of multiple and multimodal documents by primary school students. Computers & Education, 148. https://doi.org/10.1016/j.compedu.2019.103796
  95. Sammet, R., Kutta, A.-M., & Dreesmann, D. (2015). Hands-on or Video-based Learning with ANTicipation? A Comparative Approach to Identifying Student Motivation and Learning Enjoyment During a Lesson about Ants. Journal of Biological Education, 49(4), 420-440. https://doi.org/10.1080/00219266.2014.1002518
  96. Schönfelder, M. L., & Bogner, F. X. (2017). Two ways of acquiring environmental knowledge: by encountering living animals at a beehive and by observing bees via digital tools. International Journal of Science Education, 39(6), 723-741. https://doi.org/10.1080/09500693.2017.1304670
  97. Silverman, J., & Corneau, N. (2017). From nature deficit to outdoor exploration: curriculum for sustainability in Vermont’s public schools. Journal of Adventure Education and Outdoor Learning, 17(3), 258-273. https://doi.org/10.1080/14729679.2016.1269235
  98. Sobel, D. (2004). Place-based Education: Connecting Classrooms & Communities. Orion Society. https://books.google.com.tr/books?id=jm1xAAAACAAJ
  99. Spiteri, J. (2020). Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability. Journal of Education for Sustainable Development, 14(1), 61-77.
  100. Şirin, H. (2016). 21. Yüzyılda eğitim bilimlerinde yönelimler. L. Küçükahmet, (Ed.). Eğitim bilimine giriş (s. 23-45) içinde. Nobel Akademik Yayıncılık.
  101. Tarng, W., Ou, K.-L., Tsai, W.-S., Lin, Y.-S., & Hsu, C.-K. (2010). An Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools. Journal of Educational Technology Systems, 38(4), 385-406. https://doi.org/10.2190/ET.38.4.b
  102. Toker, T., Akgün, E., Cömert, Z. & Edip, S. (2021). Eğitimcileri için dijital yeterlilik ölçeği: uyarlama, geçerlik ve güvenirlik çalışması. Milli Eğitim Dergisi, 50(230), 230-301.
  103. Yalın, H. İ. (2020). Öğretim teknolojileri ve materyal geliştirme. Nobel Akademik Yayıncılık.
  104. Yeh, T.-K., Lai, Y.-M., Chang, C.-C., Liu, G.-Y., Chen, K.-J., & Huang, C.-H. (2017). The Effects of a Collaborative Computer-based Concept Mapping Strategy on Geographic Science Performance in Junior High School Students. EURASIA Journal of Mathematics, Science and Technology Education, 13(8). https://doi.org/10.12973/eurasia.2017.00981a
  105. Quay, J., Gray, T., Thomas, G., Allen-Craig, S., Asfeldt, M., Andkjaer, S., Beames, S., Cosgriff, M., Dyment, J., Higgins, P., Ho, S., Leather, M., Mitten, D., Morse, M., Neill, J., North, C., Passy, R., Pedersen-Gurholt, K., Polley, S.,. Foley, D. (2020). What future/s for outdoor and environmental education in a world that has contended with COVID-19? Journal of Outdoor and Environmental Education, 23(2), 93-117. https://doi.org/10.1007/s42322-020-00059-2