KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Environmental and Science Education (elektronik) / 2013 / Cilt: 8 - Sayı: 1

Exploring primary children’s views and experiences of the school ground: The case of a Greek school

Vasilia CHRİSTİDOU
Irida TSEVRENİ
Maria EPİTROPOU
Constantinos KİTTAS
Sayfa
59–83
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The paper presents insights on children’s play behavior and views for their school ground, the role of children as participants in the school ground design, and design principles for the improvement of the school ground as they have emerged from the research.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The present study explores the use of a conventional school ground of a primary school and its potential as a space for creative play and environmental learning.
📊
Temel Bulgular & Veri:The research constitutes part of a wider school ground project and was carried out in a primary school in Volos city, Greece, during the 2010-2011 schoolyear.
💡
Sonuç & Katkı:The paper presents insights on children’s play behavior and views for their school ground, the role of children as participants in the school ground design, and design principles for the improvement of the school ground as they have emerged from the research.
🔬Tür:Araştırma Makalesi
📍Kapsam:2010-2011 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The present study explores the use of a conventional school ground of a primary school and its potential as a space for creative play and environmental learning. Children’s play behavior and views of the school ground are explored, as well as their vision for its improvement. The research constitutes part of a wider school ground project and was carried out in a primary school in Volos city, Greece, during the 2010-2011 schoolyear. Geographical and participatory design methods were used that capture children’s experience of space and their will for participation in redesigning their school ground. They included mapping of the physical features of the school ground, children’s drawings, interviews with children, and observation and mapping of children’s behavior in the school ground. Results indicate that children primarily view their school ground as a space for recreation, play, relaxation, and communication with peers. They mainly emphasize structured, pre-constructed elements, such as the football and basketball grounds, or the kiosk, which they use in both conventional and unconventional ways. However, the participants do not seem to have developed an adequate sense of place and belonging in their school ground environment. The paper presents insights on children’s play behavior and views for their school ground, the role of children as participants in the school ground design, and design principles for the improvement of the school ground as they have emerged from the research.

🔖

Bu Makaleye Atıf Yap

CHRİSTİDOU, V., TSEVRENİ, I., EPİTROPOU, M., KİTTAS, C. (2022). Exploring primary children’s views and experiences of the school ground: The case of a Greek school. International Journal of Environmental and Science Education (elektronik), Cilt: 8 - Sayı: 1, 59–83. https://ajindex.com/articles/540789

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Adams, E., & Ingham, S. (1998). Changing places: Children’s Participation in Environmental Planning. London: The Children’s Society. Basile, C., & White, C. (2000). Respecting living things: Environmental literacy for young children. Early Childhood Education Journal, 28(1), 57-61.
  2. Bojer, H. (2000). Children and theories of social justice. Feminist Economics, 6(2), 23-39.
  3. Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10, 83-100.
  4. Casey, T. (2003). School Grounds Literature Review. Stirling: Grounds for Learning. Cele, S. (2006). Communicating place: methods for understanding children’s experience of place. Stockholm: Stockholm Studies in Human Geography Stockholm Universitet. Chawla, L., & Heft, H. (2002). Children’s competence and the ecology of communities: a functional approach to the evaluation of participation. Journal of Environmental Psychology, 22, 201-216.
  5. Christidou, V., & Hatzinikita, V. (2006). Preschool children’s explanations of plant growth and rain formation: A comparative analysis. Research in Science Education, 36, 187-210.
  6. Cronin-Jones, L. (2005). Using drawings to assess student perceptions of schoolyard habitats: A case study of reform-based research in the United States. Canadian Journal of Environmental Education, 10, 225-240.
  7. Danks, S. G. (2010). Asphalt to Ecosystems. Design Ideas for Schoolyard Transformation. Oakland: New Village Press.
  8. Adams, E., & Ingham, S. (1998). Changing places: Children’s Participation in Environmental Planning. London: The Children’s Society. Basile, C., & White, C. (2000). Respecting living things: Environmental literacy for young children. Early Childhood Education Journal, 28(1), 57-61.
  9. Bojer, H. (2000). Children and theories of social justice. Feminist Economics, 6(2), 23-39.
  10. Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10, 83-100.
  11. Casey, T. (2003). School Grounds Literature Review. Stirling: Grounds for Learning. Cele, S. (2006). Communicating place: methods for understanding children’s experience of place. Stockholm: Stockholm Studies in Human Geography Stockholm Universitet. Chawla, L., & Heft, H. (2002). Children’s competence and the ecology of communities: a functional approac