The Views of Preservice Teachers for Problem Based Learning Model Supported by Geocaching in Environmental Education

Autor/inn/en	Adanali, Rukiye; Alim, Mete
Titel	The Views of Preservice Teachers for Problem Based Learning Model Supported by Geocaching in Environmental Education
Quelle	In: Review of International Geographical Education Online, 7 (2017) 3, S.264-292 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0353
Schlagwörter	Student Attitudes; Preservice Teachers; Problem Based Learning; Environmental Education; Recreational Activities; Games; Navigation; Foreign Countries; Geography; Geography Instruction; Usability; Outdoor Education; Geographic Information Systems; Geographic Location; Case Studies; Map Skills; Thinking Skills; Qualitative Research; Statistical Analysis; Semi Structured Interviews; Focus Groups; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Problem-based learning; Problemorientiertes Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Freizeitgestaltung; Game; Spiel; Spiele; Ausland; Geografie; Geography education; Geography lessons; Geografieunterricht; Freiluftunterricht; Case study; Fallstudie; Case Study; Kartenverständnis; Denkfähigkeit; Qualitative Forschung; Statistische Analyse; Türkei
Abstract	The purpose of this study is to investigate the usability of Problem-Based Learning model supported by Instructional Geocaching Game (PBL-IGG). The study was conducted in Turkey, in 2015-2016 spring term with 19 geography teacher candidates who chosen by convenience sampling method. In this study, within Educational Geocaching Game (IGG) which is the complementary activity of the problem-based learning (PBL) process, treasure boxes containing various clues and tasks for the students to help them at their PBL research reports, had been prepared and students' opinions regarding the effectiveness of this game was taken. The data was collected through Problem-Solving Inventory and focus group interviews, in this instrumental case study. Paired Samples Test and content analysis were used for analysis of the data. The findings showed that PBL-IGG did not lead to a significant difference regarding the students' problem-solving skills, since the effect size is 0.013. However, in the light of the interviews, it was revealed that PBL-IGG increased the students' social and cognitive skills and map skills as well; that the students had positive attitudes towards PBL-IGG. They also stated that IGG applications made the lesson more enjoyable, increased awareness and motivation towards the environment. It is expected that the results will be useful to encourage using IGG learning strategy in geography and environmental education and make a contribution to new researches. (As Provided).
Anmerkungen	Review of International Geographical Education Online. Eskisehir Osmangazi University, Meselik Campus, Eskisehir City, 26480, Turkey. Tel: +90-222-239-37-50; Tax: +90-222-229-31-24; Web site: http://www.rigeo.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01