Outdoor Social Studies Experiences ofTeacher Candidates

Abstract

This basic qualitative research aims to reveal the meaning ofoutdoor learning activities experienced by social studies teachercandidates. The study focused on the experiences of teacher candidatesusing a social constructivist perspective. The study group of this basicqualitative research consists of 16 social studies teacher candidates whotook the Special Teaching Methods II course in a state university in the2018 2019 academic year. The research data were obtained from thesemi-structured interview and the observation notes of the researcher. Thedata were analyzed using the content analysis method. The findings ofthis study revealed that even just going out of the classroom haseducational potential, that outdoor learning facilitates both experientialand participatory learning and creates a more inclusive environment. Inaddition, in this study, it was found that outdoor learning may developskills such as problem-solving, critical thinking, perception of space,change and continuity, observation, communication and cooperationwhich are vital in teaching social studies. Teachers cannot include it in theprogram without having personal experience in outdoor learning. Theprerequisite of all teacher education programs should be learningenvironments that model the pedagogical expectations of teachercandidates. For this reason, outdoor learning should be accepted andsupported as an integral part of the entire school curriculum.