Abstract:

Forest school is a pedagogy based on more contact or friendship with nature by certain principles in the forest or other natural areas. This pedagogy is related to life science teaching in the context of the relevant literature. It is meaningful to examine this relationship through the opinions of teachers, who are important stakeholder. In this context, the aim of this research is to examine the views of primary school teachers on the role of forest school in life science teaching. The case study method, one of the qualitative research methods, was used in the research. Participants were selected according to the purposive sampling method. In the research, data were collected with a semi-structured interview form and related documents (activity plan and photos). The data were analyzed by descriptive analysis method. For validity and reliability, the following these steps were followed: triangulating, participant validation, adequate participation in data collection processes, stating the researchers’ point of view, expert review, and auditing. Validity and reliability were ensured. The results of the research are as follows: Forest school experience is meaningful in life science teaching regarding the primary school teachers’ views. The most suitable unit for this experience is the unit of life in nature. Both teachers and students gain from this experience. If necessary, preparations are made, and precautions are taken before this experience by the primary school teachers, the probability of problems is low. Moreover, the participants think that more risky games and missions should be included in the experiences. They proposed that the concept of nature is appropriate in the conceptualization of nature and science school, but the concept of science can be changed.

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