Publication: Türkiye' de Orman Okulu uygulamaları
Abstract
Türkiye' de Orman Okulu Uygulamaları Günümüzde çocukların günlük yaşamlarında doğayla temaslarının azalması, alternatif eğitim yaklaşımlarına yönelik ilgiyi artırmıştır. Doğa temelli öğrenmeyi esas alan orman okulu yaklaşımı, çocuğun bütüncül gelişimini destekleyen özgün bir model olarak öne çıkmaktadır.Türkiye’de bu konuda artan ilgiye rağmen sınırlı sayıda akademik çalışma yapılmış olması, bu araştırmanın temel motivasyonunu oluşturmuştur. Bu çalışmanın amacı, Türkiye’deki orman okullarının müfredat yapısını, eğitimsel uygulamalarını, risk yönetimi stratejilerini ve paydaş algılarını inceleyerek bu yaklaşımın eğitim sistemi içindeki konumunu ve gelecekteki potansiyelini ortaya koymaktır. Araştırma, Bursa, Zonguldak, Mersin, Ankara ve İstanbul’da bulunan beş farklı orman okulunda yürütülmüş; her bir okuldan bir yönetici, bir öğretmen ve bir veli olmak üzere toplam 15 katılımcı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiş ve saha gözlemleri yapılmıştır. Gözlemlenen okullardan elde edilen verilerin yorumlanmasında betimsel analiz yöntemi kullanılmış ve bulgular katılımcı ifadeleriyle desteklenmiştir. Alt amaçlar doğrultusunda verilerin bir kısmı içerik analiziyle çözümlenmiş ve çapraz durum analizi ile analiz edilmiştir. Araştırma bulguları, orman okullarının çocukların bilişsel, sosyal, duygusal ve fiziksel gelişimlerini bütüncül biçimde desteklediğini ortaya koymuştur. Doğa temelli öğrenme sürecinde çocukların merak, keşif, öz-düzenleme ve problem çözme becerilerinin geliştiği; aynı zamanda çevre bilincinin yaşantı yoluyla inşa edildiği görülmüştür. Fiziksel çevre ve doğal materyallerin öğrenmeye somut katkılar sunduğu; risk yönetiminin ise güvenlik önlemlerinin ötesinde, çocukların özdenetim becerilerini destekleyen pedagojik bir strateji olarak uygulandığı belirlenmiştir. Bununla birlikte, orman okullarının resmi statüye sahip olmaması uygulamaların sürekliliğini sınırlayan en önemli zorluk olarak öne çıkmaktadır. Sonuç olarak, orman okulları Türkiye’de erken çocukluk eğitimine alternatif değil, tamamlayıcı ve dönüştürücü bir model sunmaktadır. Araştırma, bu yaklaşımın çocuk gelişimi, aile katılımı ve çevre bilinci açısından önemli katkılar sağladığını, ancak sürdürülebilirliği için yasal düzenleme, öğretmen eğitimi ve kurumsal destek mekanizmalarının geliştirilmesine ihtiyaç olduğunu ortaya koymaktadır.
Forest school practices in Turkiye In today’s world, children’s daily contact with nature has significantly decreased, leading to growing interest in alternative educational approaches. The forest school approach, grounded in nature-based learning, emerges as a unique model that supports children’s holistic development. Despite the increasing interest in Turkey, the limited number of academic studies on this subject constitutes the primary motivation for this research. The aim of this study is to examine the curriculum structure, educational practices, risk management strategies, and stakeholder perceptions of forest schools in Turkey, thereby revealing their position within the education system and their potential for the future. The research was conducted in five different forest schools located in Bursa, Zonguldak, Mersin, Ankara, and Istanbul. A total of 15 participants, consisting of one administrator, one teacher, and one parent from each school, were interviewed through semi-structured interviews, and field observations were carried out. Descriptive analysis was employed to interpret the data obtained from the observed schools, and the findings were supported with participant statements. In line with the sub-objectives, part of the data was analyzed through content analysis and cross-case analysis. The findings indicate that forest schools holistically foster children’s cognitive, social, emotional, and physical development. During nature-based learning processes, children’s curiosity, exploration, self-regulation, and problem-solving skills were enhanced, while environmental awareness was constructed through lived experiences. The physical environment and natural materials were found to provide tangible contributions to learning, and risk management was implemented not only as a safety measure but also as a pedagogical strategy that supports children’s self-control skills. However, the lack of an official status for forest schools emerged as the major challenge limiting the continuity of these practices. In conclusion, forest schools in Turkey do not present themselves as an alternative but rather as a complementary and transformative model for early childhood education. This research demonstrates that the approach contributes significantly to child development, parental involvement, and environmental awareness, yet highlights the need for legal regulations, teacher training, and institutional support mechanisms to ensure sustainability.
Forest school practices in Turkiye In today’s world, children’s daily contact with nature has significantly decreased, leading to growing interest in alternative educational approaches. The forest school approach, grounded in nature-based learning, emerges as a unique model that supports children’s holistic development. Despite the increasing interest in Turkey, the limited number of academic studies on this subject constitutes the primary motivation for this research. The aim of this study is to examine the curriculum structure, educational practices, risk management strategies, and stakeholder perceptions of forest schools in Turkey, thereby revealing their position within the education system and their potential for the future. The research was conducted in five different forest schools located in Bursa, Zonguldak, Mersin, Ankara, and Istanbul. A total of 15 participants, consisting of one administrator, one teacher, and one parent from each school, were interviewed through semi-structured interviews, and field observations were carried out. Descriptive analysis was employed to interpret the data obtained from the observed schools, and the findings were supported with participant statements. In line with the sub-objectives, part of the data was analyzed through content analysis and cross-case analysis. The findings indicate that forest schools holistically foster children’s cognitive, social, emotional, and physical development. During nature-based learning processes, children’s curiosity, exploration, self-regulation, and problem-solving skills were enhanced, while environmental awareness was constructed through lived experiences. The physical environment and natural materials were found to provide tangible contributions to learning, and risk management was implemented not only as a safety measure but also as a pedagogical strategy that supports children’s self-control skills. However, the lack of an official status for forest schools emerged as the major challenge limiting the continuity of these practices. In conclusion, forest schools in Turkey do not present themselves as an alternative but rather as a complementary and transformative model for early childhood education. This research demonstrates that the approach contributes significantly to child development, parental involvement, and environmental awareness, yet highlights the need for legal regulations, teacher training, and institutional support mechanisms to ensure sustainability.