BibTex RIS Kaynak Göster

The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals

Yıl 2014, Cilt: 4 Sayı: 1, 1 - 17, 02.07.2014

Berat Ahi Dilara Yaya Sibel Ozsoy

https://doi.org/10.18497/iejee-green.64123
Cited By: 4

Öz

The aim of the study is to determine how the children’s stories, which are such powerful, handled the nature and environment through the texts, and were portrayed the concept of nature in different cultures. This study examined the texts in 15 children’s picture stories which subjected to the perception of nature and environment, published between 1989-2002 in nine different regions of the world. The research methodology for this study is content analysis that includes methods of qualitative data collection and analysis. In this research overt and covert messages are examined deeply to try to reveal the image of the nature with its causes. As result of the content analysis 15 folktales’ subjects are identified as nature-human interaction, negative attitudes towards the environment, pollution, natural life and elements of nature. Six stories focused on the interaction of nature and human beings. In general these stories are embroidered the therapeutic effect on human nature. In two tales there are messages would cause negative attitudes towards nature. The examined books present nature in different ways.  In two stories there are descriptions of nature, one of them involves a number of ecological niches existing in nature, in one another story there is environmental pollution, and another story describes a day in nature. When 15 different stories which are printed in five different books’ pictures are technically examined, it’s seen that pictures of three books are painted with oil paint, and pictures of the other two books are drawn with watercolor. In general, despite the images describe a sentence in the text, fails to explain the scree-plot. So this situation makes think when children examining books on their own, understanding all of the text gets harder.

Anahtar Kelimeler

Nature environmental education child stories pictures qualitative research content analysis.

Kaynakça

  • Al-Jafar, A. & Buzzelli, C. A. (2004). The arts of storytelling for cross cultural understanding. International Journal of Early Childhood, 36(1), 35-44.
  • Balcı, A. (2009). Sosyal bilimlerde araştırma. yöntem, teknik ve ilkeler. (7th Edition). Ankara: PegemA Yayıncılık.
  • Barraza, L. & Walford, R., A. (2002). Environmental education: a comparison between english and mexican school children. Environmental Education Research, 8 (2), 171-186.
  • Boeve-De Pouw, J. & Van Petegem, P. (2012). Cultural differences in the environmental worldview of children. International Electronic Journal of Environmental Education, 2(1), 1-11.
  • Court, D. & Rosental, E. (2007). Values embodied in children’s literature used in early childhood education in israeli state schools. Early Childhood Education Journal, 34(6), 407-414.
  • Dedeoğlu, H., Ulusoy, M. & Lamme, L. L. (2011). A content analysis of international children’s picture book: Representation of poverty. Eğitim Arastirmalari-Eurasian Journal of Educational Research, 43, 37-52.
  • Dike, V. W. (2011). Meeting the challenges of publishing picture books for children in nigeria. Sankofa, 10, 6-15.
  • Dunlap, R. E., Van Liere, K. D. V., Mertig, A. G. & Jones, R. E. (2000). Measuring endorsement of the new ecological paradigma: A revised nep scale. Journal of Social Issues, 56(3), 425-442.
  • Erten, S. (2005). Okul öncesi öğretmen adaylarında çevre dostu davranışların araştırılması. Journal of Hacettepe University Faculty of Education, 28, 91-100.
  • Feathers, K. M. & Arya, P. (2012). The role of illustrations during children’s reading. Journal of Children’s Literature, 38(1), 36-43.
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education. (Seventh Edition). New York: Mc Graw Hill.
  • Giorgis, C., Johnson, N. J., Bonomo, A., Colbert, C., Conner, A., Kauffman, G. & Kulesza, D. (1999). Children’s boks. The Reading Teacher, 53(2), 146-153.
  • Gönen, M. & Güler, T. (2011). The environment and ıts place in children’s picture story books. Procedia Social and Behavioral Sciences 15 (2011), 3633–3639.
  • Gönen, M., Aydos, E. H. & Ertürk, H. G. (2012). Social skills in pictured story books. Procedia - Social and Behavioral Sciences, 46(2012), 5280-5284.
  • Gönen, M., Uygun, M., Erdoğan, Ö. & Katrancı, M. (2012). A study of children’s books related to physical structures, content and illustrations. Milli Eğitim, 258-272.
  • Gülay, H. & Ekici, G. (2010). MEB okul öncesi eğitim programının çevre eğitimi açısından incelenmesi. Journal of Turkish Science Education, 7(1), 74-84.
  • Güneş, H. & Güneş, N. (2011). Aspects that should be taken care of in making children gain a reading habit and features that child books should possess. Australian Journal of Basic and Applied Sciences, 5(9), 1529-1536.
  • Gür, Ç. (2011). Before suggesting books for gifted young children. European Journal of Social Sciences, 19(3), 342-347.
  • Hassett, D. D. (2009). Children’s literature and early literacy success: Using the charlotte zolotow award collection in early childhood teacher education. Journal of Early Childhood Teacher Education, 30, 363-384.
  • House, C. A. & Rule, A. C. (2005). Preschoolers’ ideas of what makes a Picture book illustration beautiful. Early Childhood Education Journal, 32(5), 283-290.
  • Hsiao, C. Y. (2010). Enhancing children’s artistic and creative thinking and drawing performance through appreciating picture books. International Journal of Art & Design Education, 29(2), 143-152.
  • Hughes, C. (2012). Seeing blindness in children’s picture books. Journal of Literary & Cultural Disability Studies, 6(1), 35-51.
  • Hungerford, H. R. (2010). Environmental education (ee) for the 21st century: Where have been? Where are we now? Where are we headed. The Journal of Environmental Education, 41(1), 1-6.
  • Jalongo, M. R. (2004). Young children and picture books. Washington, DC: NAEYC Press.
  • Jinxia, H. (2012). Picture books reading in children under the view of life education. Journal of Teachers College Qingdao University, 29(3), 8-25.
  • Johnston, A. & Frazee, M. (2011). Why we are still in love with Picture books (Even though they’re supposed to be dead). The Horn Book Magazine, May/June, 10-16.
  • Kruger, C. & Summers, M. (2000). Developing primary school children’s understanding of energy waste. Research in Science & Technological Education, 18 (1), 5-21.
  • Laing, M. (2004). An examination of children's environmental attitudes as a function of participation in environmental education programs, The Coastal Society 19th International Conference, Newport Rhode Island. Retrieved February, 14, 2012, from http://nsgl.gso.uri.edu/riu/riuc04001/pdffiles/papers/20756.pdf.
  • Malcolm, Z. T. & Lowery, L. M. (2011). Reflections of the Caribbean in children's picture books: A critical multicultural analysis. Multicultural Education, Fall, 46-50.
  • Martinez, M. & Harmon, J. M. (2012). Picture/text relationship: An investigation of literary elements in picture books. Literacy Research and Instruction, 51(4), 323-343.
  • McGhee, K. D. & Slutsky, S. (2011). Judging a book by its cover: Preschool children’s aesthetic preferences for picture books. International Journal of Education through Art, 7(2), 171-185.
  • McMathh, J. S. & King, M. (2011). Biracial/multiracial children and families in picture books. The International Journal of the Book, 8(3), 157- 164.
  • McNair, J. (2011). "It was like a book buffet!'' parents and children selecting African American children's literature together. The Journal of Negro Education, 80 (2), 163-175.
  • McWhirter, J., M., Collins, M., Bryant, I., Wetton, N. M. & Bishop, J., N. (2000). Evaluating ‘safe in the sun’, a curriculum programme for primary schools. Health Education Research: Theory&Practice, 15 (2), 203-217.
  • Meydan, D. ve Doğu, S. (2008). İlköğretim ikinci kademe öğrencilerinin çevre sorunları hakkındaki görüşlerinin bazı değişkenlere göre değerlendirilmesi. Journal of Selçuk University Ahmet Keleşoğlu Faculty of Education, 26, 267-277.
  • National Head Start Association (2008). Suggested books for children: An annotated bibliography. NHSA Dialog: A Research to Practice Journal for the Early Childhood Field, 11(4), 238-247.
  • Owens, W. T. & Nowell, L. S. (2001). More than just pictures: Using Picture story books to broaden young learners’ social consciousness. The Social Studies, 92(1), 33-40.
  • Papworth, H. (2011). A brief history of ıllustrated books for Ethiopian children. Sankofa, 10, 40-44.
  • Potter, G. (2010). Environmental education for the 21st century: Where do we go now? The Journal of Envıronmental Educatıon, 41(1), 22–33.
  • Schneider, P., Rivard, R. & Debreuil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures? Child Language Teaching and Therapy, 27(3), 371-378.
  • Short, P. C. (2010). Responsible environmental action: Its role and status in environmental education and environmental quality. The Journal of Environmental Education, 41(1), 7-21.
  • Singer, A. E. (2011). A novel approach: the sociology of literature, children’s books, and social ınequality. International Journal of Qualitative Methods, 10(4), 307-320.
  • Smith, A. (2001). Early childhood a wonderful time for science learning. Australian Primary and Junior Science Journal, 17(2), 18-20.
  • Taylor, A. F., Kuo, F. E. &Sullivan, W. C. (2001). Coping with add: The surprising connection to green play settings. Environment and Behavior, 33(1), 33-54.
  • United Nations Educational, Scientific and Cultural Organization. (1975). The international workshop on environmental education. Belgrade final report. Paris: UNESCO.
  • United Nations Educational, Scientific and Cultural Organization. (1977). Intergovermental conference on environmental education. Tbilisi final report. Paris: UNESCO.
  • Veziroğlu, M. & Gönen, M. (2012). Review of the eligibility of picture books to the acquisition of the preschool education program of the ministry of national education. Education and Science, 37(163), 226-238.
  • Wasta, S. (2010). Be my neighbor: Exploring sense of place through children’s literature. The Social Studies, 101, 189-193.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (6th Edition) Ankara: Seçkin Yayıncılık.

Yıl 2014, Cilt: 4 Sayı: 1, 1 - 17, 02.07.2014

Berat Ahi Dilara Yaya Sibel Ozsoy

https://doi.org/10.18497/iejee-green.64123
Cited By: 4

Öz

Kaynakça

  • Al-Jafar, A. & Buzzelli, C. A. (2004). The arts of storytelling for cross cultural understanding. International Journal of Early Childhood, 36(1), 35-44.
  • Balcı, A. (2009). Sosyal bilimlerde araştırma. yöntem, teknik ve ilkeler. (7th Edition). Ankara: PegemA Yayıncılık.
  • Barraza, L. & Walford, R., A. (2002). Environmental education: a comparison between english and mexican school children. Environmental Education Research, 8 (2), 171-186.
  • Boeve-De Pouw, J. & Van Petegem, P. (2012). Cultural differences in the environmental worldview of children. International Electronic Journal of Environmental Education, 2(1), 1-11.
  • Court, D. & Rosental, E. (2007). Values embodied in children’s literature used in early childhood education in israeli state schools. Early Childhood Education Journal, 34(6), 407-414.
  • Dedeoğlu, H., Ulusoy, M. & Lamme, L. L. (2011). A content analysis of international children’s picture book: Representation of poverty. Eğitim Arastirmalari-Eurasian Journal of Educational Research, 43, 37-52.
  • Dike, V. W. (2011). Meeting the challenges of publishing picture books for children in nigeria. Sankofa, 10, 6-15.
  • Dunlap, R. E., Van Liere, K. D. V., Mertig, A. G. & Jones, R. E. (2000). Measuring endorsement of the new ecological paradigma: A revised nep scale. Journal of Social Issues, 56(3), 425-442.
  • Erten, S. (2005). Okul öncesi öğretmen adaylarında çevre dostu davranışların araştırılması. Journal of Hacettepe University Faculty of Education, 28, 91-100.
  • Feathers, K. M. & Arya, P. (2012). The role of illustrations during children’s reading. Journal of Children’s Literature, 38(1), 36-43.
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education. (Seventh Edition). New York: Mc Graw Hill.
  • Giorgis, C., Johnson, N. J., Bonomo, A., Colbert, C., Conner, A., Kauffman, G. & Kulesza, D. (1999). Children’s boks. The Reading Teacher, 53(2), 146-153.
  • Gönen, M. & Güler, T. (2011). The environment and ıts place in children’s picture story books. Procedia Social and Behavioral Sciences 15 (2011), 3633–3639.
  • Gönen, M., Aydos, E. H. & Ertürk, H. G. (2012). Social skills in pictured story books. Procedia - Social and Behavioral Sciences, 46(2012), 5280-5284.
  • Gönen, M., Uygun, M., Erdoğan, Ö. & Katrancı, M. (2012). A study of children’s books related to physical structures, content and illustrations. Milli Eğitim, 258-272.
  • Gülay, H. & Ekici, G. (2010). MEB okul öncesi eğitim programının çevre eğitimi açısından incelenmesi. Journal of Turkish Science Education, 7(1), 74-84.
  • Güneş, H. & Güneş, N. (2011). Aspects that should be taken care of in making children gain a reading habit and features that child books should possess. Australian Journal of Basic and Applied Sciences, 5(9), 1529-1536.
  • Gür, Ç. (2011). Before suggesting books for gifted young children. European Journal of Social Sciences, 19(3), 342-347.
  • Hassett, D. D. (2009). Children’s literature and early literacy success: Using the charlotte zolotow award collection in early childhood teacher education. Journal of Early Childhood Teacher Education, 30, 363-384.
  • House, C. A. & Rule, A. C. (2005). Preschoolers’ ideas of what makes a Picture book illustration beautiful. Early Childhood Education Journal, 32(5), 283-290.
  • Hsiao, C. Y. (2010). Enhancing children’s artistic and creative thinking and drawing performance through appreciating picture books. International Journal of Art & Design Education, 29(2), 143-152.
  • Hughes, C. (2012). Seeing blindness in children’s picture books. Journal of Literary & Cultural Disability Studies, 6(1), 35-51.
  • Hungerford, H. R. (2010). Environmental education (ee) for the 21st century: Where have been? Where are we now? Where are we headed. The Journal of Environmental Education, 41(1), 1-6.
  • Jalongo, M. R. (2004). Young children and picture books. Washington, DC: NAEYC Press.
  • Jinxia, H. (2012). Picture books reading in children under the view of life education. Journal of Teachers College Qingdao University, 29(3), 8-25.
  • Johnston, A. & Frazee, M. (2011). Why we are still in love with Picture books (Even though they’re supposed to be dead). The Horn Book Magazine, May/June, 10-16.
  • Kruger, C. & Summers, M. (2000). Developing primary school children’s understanding of energy waste. Research in Science & Technological Education, 18 (1), 5-21.
  • Laing, M. (2004). An examination of children's environmental attitudes as a function of participation in environmental education programs, The Coastal Society 19th International Conference, Newport Rhode Island. Retrieved February, 14, 2012, from http://nsgl.gso.uri.edu/riu/riuc04001/pdffiles/papers/20756.pdf.
  • Malcolm, Z. T. & Lowery, L. M. (2011). Reflections of the Caribbean in children's picture books: A critical multicultural analysis. Multicultural Education, Fall, 46-50.
  • Martinez, M. & Harmon, J. M. (2012). Picture/text relationship: An investigation of literary elements in picture books. Literacy Research and Instruction, 51(4), 323-343.
  • McGhee, K. D. & Slutsky, S. (2011). Judging a book by its cover: Preschool children’s aesthetic preferences for picture books. International Journal of Education through Art, 7(2), 171-185.
  • McMathh, J. S. & King, M. (2011). Biracial/multiracial children and families in picture books. The International Journal of the Book, 8(3), 157- 164.
  • McNair, J. (2011). "It was like a book buffet!'' parents and children selecting African American children's literature together. The Journal of Negro Education, 80 (2), 163-175.
  • McWhirter, J., M., Collins, M., Bryant, I., Wetton, N. M. & Bishop, J., N. (2000). Evaluating ‘safe in the sun’, a curriculum programme for primary schools. Health Education Research: Theory&Practice, 15 (2), 203-217.
  • Meydan, D. ve Doğu, S. (2008). İlköğretim ikinci kademe öğrencilerinin çevre sorunları hakkındaki görüşlerinin bazı değişkenlere göre değerlendirilmesi. Journal of Selçuk University Ahmet Keleşoğlu Faculty of Education, 26, 267-277.
  • National Head Start Association (2008). Suggested books for children: An annotated bibliography. NHSA Dialog: A Research to Practice Journal for the Early Childhood Field, 11(4), 238-247.
  • Owens, W. T. & Nowell, L. S. (2001). More than just pictures: Using Picture story books to broaden young learners’ social consciousness. The Social Studies, 92(1), 33-40.
  • Papworth, H. (2011). A brief history of ıllustrated books for Ethiopian children. Sankofa, 10, 40-44.
  • Potter, G. (2010). Environmental education for the 21st century: Where do we go now? The Journal of Envıronmental Educatıon, 41(1), 22–33.
  • Schneider, P., Rivard, R. & Debreuil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures? Child Language Teaching and Therapy, 27(3), 371-378.
  • Short, P. C. (2010). Responsible environmental action: Its role and status in environmental education and environmental quality. The Journal of Environmental Education, 41(1), 7-21.
  • Singer, A. E. (2011). A novel approach: the sociology of literature, children’s books, and social ınequality. International Journal of Qualitative Methods, 10(4), 307-320.
  • Smith, A. (2001). Early childhood a wonderful time for science learning. Australian Primary and Junior Science Journal, 17(2), 18-20.
  • Taylor, A. F., Kuo, F. E. &Sullivan, W. C. (2001). Coping with add: The surprising connection to green play settings. Environment and Behavior, 33(1), 33-54.
  • United Nations Educational, Scientific and Cultural Organization. (1975). The international workshop on environmental education. Belgrade final report. Paris: UNESCO.
  • United Nations Educational, Scientific and Cultural Organization. (1977). Intergovermental conference on environmental education. Tbilisi final report. Paris: UNESCO.
  • Veziroğlu, M. & Gönen, M. (2012). Review of the eligibility of picture books to the acquisition of the preschool education program of the ministry of national education. Education and Science, 37(163), 226-238.
  • Wasta, S. (2010). Be my neighbor: Exploring sense of place through children’s literature. The Social Studies, 101, 189-193.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (6th Edition) Ankara: Seçkin Yayıncılık.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Papers
Yazarlar

Berat Ahi Bu kişi benim

Dilara Yaya Bu kişi benim

Sibel Ozsoy

Yayımlanma Tarihi 2 Temmuz 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 4 Sayı: 1

Kaynak Göster

APA Ahi, B., Yaya, D., & Ozsoy, S. (2014). The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals. International Electronic Journal of Environmental Education, 4(1), 1-17. https://doi.org/10.18497/iejee-green.64123
AMA Ahi B, Yaya D, Ozsoy S. The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals. IEJEE-Green. Temmuz 2014;4(1):1-17. doi:10.18497/iejee-green.64123
Chicago Ahi, Berat, Dilara Yaya, ve Sibel Ozsoy. “The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals”. International Electronic Journal of Environmental Education 4, sy. 1 (Temmuz 2014): 1-17. https://doi.org/10.18497/iejee-green.64123.
EndNote Ahi B, Yaya D, Ozsoy S (01 Temmuz 2014) The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals. International Electronic Journal of Environmental Education 4 1 1–17.
IEEE B. Ahi, D. Yaya, ve S. Ozsoy, “The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals”, IEJEE-Green, c. 4, sy. 1, ss. 1–17, 2014, doi: 10.18497/iejee-green.64123.
ISNAD Ahi, Berat vd. “The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals”. International Electronic Journal of Environmental Education 4/1 (Temmuz 2014), 1-17. https://doi.org/10.18497/iejee-green.64123.
JAMA Ahi B, Yaya D, Ozsoy S. The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals. IEJEE-Green. 2014;4:1–17.
MLA Ahi, Berat vd. “The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals”. International Electronic Journal of Environmental Education, c. 4, sy. 1, 2014, ss. 1-17, doi:10.18497/iejee-green.64123.
Vancouver Ahi B, Yaya D, Ozsoy S. The Concept of Environment in Folktales from Different Cultures: Analysis of Content and Visuals. IEJEE-Green. 2014;4(1):1-17.

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