The Future of Education

Outdoor and experiential education is a vital learning methodology for today’s children and young people (Holmes, 2007). This study focuses on practicing mathematics beyond the classroom. Academically, some evidence suggests students retain more after lessons in nature in biology and math than after similar lessons indoors (Fägerstam and Blom, 2012). Besides, children can learn and fully understand the daily life issues if they are involved in some first-hand aspect of the issue through hands-on experience in nature. If we look closely at the mathematics education in Turkey, despite having an important place in schools, it is seen that the overall achievement is not at the desired level and there are problems in the learning and teaching process (Yıldız & Baltacı, 2016). Teachers are the big part of the solution, as they have the ability to unlock students' potential to be creative, innovative and critical, also they have the power to reach out to a large number of students. Therefore, teacher education should promote a different vision about mathematics teaching and botanic gardens play a crucial role in supporting teachers by providing opportunities for informal learning. The aim of the study is to encourage teachers to carry their classes to nature with the help of the practical examples; to inspire them, to provide convenience while dealing with the mathematics curriculum and to help to reduce the negative perceptions of students regarding mathematics by taking advantage of nature. Another focus is to open a space for teachers from different disciplines to evaluate outdoor mathematics practices, where they can experience learning together and at the same time to create a gradually growing 'outdoor mathematics learning community' model. It is a blended education, combining online and distance education with a peer learning method that enables mutual development. Target group was defined from among teachers of the various branches, from Turkey's different provinces, with the participation of 86 teachers. Questionnaire, mind map, discussion session and opinion board were used as the assessment methods to evaluate the content, the method and expectations of the teachers, and their perception levels before and after, as well.

Keywords: outdoor, mathematics, teacher education, e-learning.

References:

• Holmes, R. (Ed.). (2007). Reconnecting children through outdoor education. Ontario: The Council of Outdoor Educators of Ontario.
• Fägerstam, E., and Blom, J. (2012). Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context. J. Adventure Educ. Outdoor Leadersh,13, 56–75. doi: 10.1080/14729679.2011.647432
• Yıldız, A. ve Baltacı, S. (2016). Reflections from the analytic geometry courses based on contextual teaching and learning through GeoGebra sowftware. The Online Journal of New Horizons in Education, 6(4), 155-166.