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Bu araştırmanın amacı, özel yetenekli öğrencilerin nasıl bir çevre eğitimi almak istediklerinden yola çıkarak özel yeteneklilerin çevre eğitimi için bir çerçeve belirlemektir. Bu amaçla gerçekleştirilen araştırma durum desenine dayalı olarak yürütülmüştür. Araştırmaya 2019-2020 eğitim öğretim yılı birinci döneminde İç Anadolu Bölgesi’nde bir Bilim ve Sanat Merkezi’ne (BİLSEM) devam eden sekiz özel yetenekli öğrenci katılmıştır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmelerle toplanan veriler içerik analizi tekniği ile çözümlenmiştir. Araştırma sonucunda elde edilen bulgular; özel yetenekli öğrencilere göre çevre eğitiminin amaçlarının bireylerde çevre farkındalığı oluşturmak ve bireylere çevre dostu davranış kazandırmak olduğunu, bu süreçte öğretmenlerin öğrencilere rol model ve sürecin lideri olması gerektiğini düşündüklerini ve öğrencilerin de sürece aktif katılımını önemsediklerini göstermektedir. Ayrıca katılımcıların teorik bir çevre eğitimi değil okul dışı ortamlarda uygulamaya dayalı yaparak yaşayarak, keşfederek öğrenecekleri bir çevre eğitimi arzuladıkları tespit edilmiştir. Elde edilen sonuçlara dayanarak; öğrencilerin doğa ile temaslarını sağlayacak ve yaparak yaşayarak öğrenmelerine imkân tanıyacak okul dışı öğrenme ortamlarının kullanımının yaygınlaştırılması, gerek okul ortamında gerekse okul dışı ortamlarda gerçekleştirilecek öğretimde uygulama ve araştırma eksenli öğretim yöntemlerinin tercih edilmesi gibi önerilerde bulunulmuştur.
The aim of this research is to establish a framework for environmental education of special skills, starting from how special talented students want to get environmental education. The research was carried out on the basis of the situation model. The research was attended by eight special talented students continuing to a Science and Arts Center (BILSEM) in the Indian Anadolu Region in the first semester of the 2019-2020 academic year. In the study, a semi-configured conversation form was used as a data collection tool. The data collected through the interviews is analyzed by content analysis technique. The findings obtained from the research show that the objectives of environmental education, according to special skilled students, are to create environmental awareness in individuals and give individuals environmentally friendly behavior, in this process teachers think that students should be the role model and the leader of the process, and that students are also concerned about their active participation in the process. It is also found that the participants want to learn an environmental education by living on the basis of the practice in non-school environments, not a theoretical environmental education. Based on the results obtained; the use of non-school learning environments that will provide students with their contact with nature and allow them to learn by doing so, and the preference of practical and research-based teaching methods in the teaching that will be carried out either in the school environment or in the non-school environment.
The aim of this study is to determine a framework for the environmental education of gifted students, based on what kind of environmental education they want to receive. The research carried out for this purpose was conducted based on the case design. Eight gifted students attending a Science and Art Center (BİLSEM) in the Central Anatolia Region in the first semester of the 2019-2020 academic year participated in the study. Semi-structured interview form was used as data collection tool in the study. The data collected through interviews were analyzed with content analysis technique. Findings of the research show that according to gifted students, the aims of environmental education are to create environmental awareness in individuals and to provide individuals with environmentally friendly behavior, in this process, participants think that teachers should be role models and leaders of the process, and they care about the active participation of students in the process. In addition, it was determined that the participants did not desire a theoretical environmental education, but an environmental education that they would learn by living and exploring, based on practice in non-school environments. Based on the results obtained; suggestions have been made such as popularizing the use of out-of-school learning environments that will enable students to make contact with nature and to learn by doing, and to prefer practice and research-based teaching methods in teaching to be carried out both in school and out-of-school environments.
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