Spatial Perception Experiences and Relationships of Middle School Students in Art Education in Turkey

Autor/inn/en	Saribas, Sevcan; Mamur, Nuray; Dilli, Rukiye
Titel	Spatial Perception Experiences and Relationships of Middle School Students in Art Education in Turkey
Quelle	In: Education 3-13, 51 (2023) 7, S.1143-1161 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saribas, Sevcan) ORCID (Mamur, Nuray) ORCID (Dilli, Rukiye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2022.2051579
Schlagwörter	Foreign Countries; Visual Arts; Art Education; Place Based Education; Grade 5; Middle School Students; Creative Thinking; Experiential Learning; Relevance (Education); Cultural Awareness; Turkey + Suchen Sie Ihr Suchwort? Ausland; Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; School year 05; 5. Schuljahr; Schuljahr 05; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kreatives Denken; Experiental learning; Erfahrungsorientiertes Lernen; Relevance; Relevanz; Cultural identity; Kulturelle Identität; Türkei
Abstract	This study focuses on students' spatial relationships within the context of place-based education. The research was designed as a holistic single-case design and was conducted with 15 students aged 10-11, who were studying in the 5th grade at a middle school in Eskisehir, Turkey. Criterion sampling, one of the purposive sampling methods, was used to determine the study group. The data were collected through semi-structured interviews, worksheets, students' diaries, and the artistic works of the students, that were analyzed inductively. The findings indicate that through creative thinking, the students were able to create socio-cultural meanings by considering everyday living spaces, and that they were able to convey their sensual perceptions of the objects and the objects' properties in a certain space in their artwork. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01