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Yükseköğretimde Fiziksel Çevrenin Örtük Programının İncelenmesi

Year 2023, Volume: 20 Issue: 2, 704 - 731, 22.08.2023
https://doi.org/10.33711/yyuefd.1284795

Abstract

Bu gömülü kuram geliştirme çalışmasında, fiziksel çevrenin örtük programı incelenmiştir. Örtük program, bir eğitim ortamında ifade edilmemiş normları, değerleri ve fikirleri aktarır. Fiziksel çevre, örtük programla ilgili alanyazında incelenen bir konudur ve öğrenme sürecinin doğası ve öğretmenlerin ve öğrencilerin rolleri hakkında bilgi taşır. Bu doğrultuda bu çalışmanın amacı üniversite eğitiminde fiziki ortamın örtük programı olarak incelemektir. Yarı yapılandırılmış görüşmeler, iki farklı veri toplama yöntemi kullanılarak gerçekleştirilmiştir: Yürüyerek görüşme ve fotoğraflı tanımlama. Türkiye'de Ankara ilindeki bir devlet üniversitesinde yedi farklı bağlamdan 93 lisans öğrencisi örnekleme dâhil edilmiştir. Nvivo nitel analiz programı kullanılarak veriler, gömülü teori çerçevesinde açık, eksenel ve seçici kodlama kullanılarak analiz edilmiştir. Çalışma, fiziksel ortamın örtük program olarak üç temel boyutunu ortaya çıkarmıştır: (1) fiziksel ortamın öğrencilerin sosyalleşmeleri, duyguları ve binanın alan özgülüğüne ilişkin fikirleri üzerindeki etkisi; (2) üniversitenin bir sembolü olarak fiziksel çevrenin anlamı ve (3) fiziksel çevrenin, araştırmacıların geçmişlerine ve ideolojilere bağlı olan görünmez yönleri.

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Examining the Hidden Curriculum of the Physical Environment in Higher Education

Year 2023, Volume: 20 Issue: 2, 704 - 731, 22.08.2023
https://doi.org/10.33711/yyuefd.1284795

Abstract

In this grounded theory study, the hidden curriculum of the physical environment is examined. Hidden curriculum conveys unstated norms, values, and ideas in an educational setting. The physical environment, which carries information about social order, the nature of the learning process, and the roles of teachers and students, is one area covered in literature on hidden curriculum. In this respect, the primary objective was to examine the physical environment as hidden curriculum in university education. Semi-structured interviews were used to gather data in two different ways: Walking interviews and photo-elicitation. 93 undergraduate students from seven different contexts were included in the sample at one public university in Ankara, Türkiye. Using the Nvivo qualitative analysis program, data were analyzed using open, axial, and selective coding within the grounded theory framework. The study identified three key aspects of the physical environment as hidden curriculum: (1) the physical environment's impact on students' socialization, feelings, and ideas regarding field specificity of building; (2) meaning of the physical environment as a symbol of the university, and (3) the physical environment's invisible aspects, which depend on the researchers' backgrounds and ideologies.

References

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  • Berman, N. (2020). A critical examination of informal learning spaces. Higher Education Research & Development, 39(1), 127-140. https://doi.org/10.1080/07294360.2019.1670147
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  • Carpiano, R. M. (2009). Come take a walk with me: The “go-along” interview as a novel method for studying the implications of place for health and well-being. Health and Place, 15(1), 263-272. https://doi.org/10.1016/j.healthplace.2008.05.003.
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  • Charmaz, K. (2020). Grounded theory: Main characteristics. In M. Järvinen & N. Mik-Meyer, (Eds.). Qualitative analysis: Eight approaches for the social sciences (pp.195-222). Sage.
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  • Cox, A. M. (2018). Space and embodiment in informal learning. Higher Education, 75(6), 1077-1090. https://doi:10.1007/ s10734-017-01861.
  • Crow, G. M. (2006). Complexity and the beginning principal in the United States: Perspectives on socialization. Journal of Educational Administration, 44(4), 310-325. https://doi.org/10.1108/09578230610674930.
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  • Dreeben, R. (1967). The contribution of schooling to the learning of norms. Harward Educational Review, 37(2), 211-23. https://doi.org/10.17763/haer.37.2.e6v4554265l57836.
  • Edwards, B. (2000). University architecture. Spon Press.
  • Edwards, R., & Usher, R. (2000). Globalisation & pedagogy: Space, place and identity. Routledge.
  • Ellis, R. A., & Goodyear, P. (2016). Models of learning space: Integrating research on space, place and learning in higher education. Review of Education, 4(2), 149–191. https://doi.org/10.1002/rev3.3056.
  • Engin-Demir, C. (2003, September). The hidden curriculum of the physical environment in Turkish and American middle schools. Paper presented at the European Conference on Educational Research (ECER), Hamburg, Germany.
  • Furtwengler, W. J., & Micich, A. (1991). Seeing what we think: Symbols of school culture. Paper presented at the American Educational Research Association, Chicago.
  • Gair, M., & Mullins, G. (2001). Hiding in plain sight. In E. Margolis (Ed.), The hidden curriculum in higher education (pp.21-41). Routledge.
  • Getzels, J. W. (1974). Images of the classroom and visions of the learner. The School Review, 82(4), 527-540. https://doi.org/10.1086/443148.
  • Gifford, R. (2002). Environmental psychology: Principles and practice. Allyn and Bacon.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine Pub. https://doi.org/10.1097/00006199-196807000-00014.
  • Gordon, D. (1982). The concept of the hidden curriculum. Journal of Philosophy of Education, 16(2), 187-198. https://doi.org/10.1111/j.1467-9752.1982.tb00611.x.
  • Göregenli, M. (2015). Çevre psikolojisi [Environment psychology]. İstanbul Bilgi Üniversitesi Yayınları.
  • Graetz, K. A., & Goliber, M. J. (2002). Designing collaborative learning places: Psychological foundations and new Frontiers. In N.V.N. Chism & J. Deborah (Eds.), The importance of physical space in creating supportive learning environments: New directions in teaching and learning (92, pp.13-22). Jossey-Bass. https://doi.org/10.1002/tl.75.
  • Gross, M., & Hochberg, N. (2016). Characteristics of place identity as part of professional identity development among pre-service teachers. Cultural Studies of Science Education, 11(4), 1243-1268. https://doi.org/10.1007/s11422-014-9646-4.
  • Gunio, M. J. D., & Fajardo, A. C. (2018). Evaluating the hidden curriculum and its ımpact on the character development of preschool students. Asia Pacific Journal on Curriculum Studies, 1(1), 20-25. https://doi.org/10.46303/apjcs.2018.4.
  • Gustafson, P. (2001). Meanings of place: Everyday experience and theoretical conceptualizations. Journal of Environmental Psychology, 21(1), 5-16. https://doi.org/10.1006/jevp.2000.0185.
  • Hammond, J. D. (1998). Photography and the “natives”: Examining the hidden curriculum of photographs in introductory anthropology texts. Visual Studies, 13(2), 57-73. https://doi.org/10.1080/14725869808583794.
  • Harrop, D., & Turpin, B. (2013). A study exploring learners’ informal learning space behaviours, attitudes and preferences. New Review of Academic Librarianship, 19(1), 58–77. https://doi.org/10.1080/13614533.2013.740961.
  • Hillier B., & Hanson, J. (1984). The social logic of space. Cambridge University Press. https://doi.org/10.1017/CBO9780511597237.
  • Holt, N. L., & Dunn, J. G. H. (2010). Toward a grounded theory of the psychosocial competencies and environmental conditions associated with soccer success. Journal of Applied Sport Psychology, 16(3), 199-219. https://doi.org/10.1080/10413200490437949.
  • Ingold, T., & Lee, J. (2008). Ways of walking: Ethnography and practice on foot. Ashgate.
  • Ipser, C., Radinger, G., Brachtl, S., Keser Aschenberger, F., Schreder, G., Hynek, N., & Zenk, L. (2021). Experiencing learning spaces in continuing education: The learner’s perspective. European Journal of University Lifelong Learning, 5(1), 27-41. https://doi.org/10.53807/0501lcuf.
  • Jachim, N., & Posner, J. (1987, Spring). The hidden curriculum. ETC: A Review of General Semantics, 44(1), 83-85.
  • Jackson, J. B. (1984). Discovering the vernacular landscape. Yale University Press.
  • Jackson, P. W. (1968). Life in classrooms. Holt, Rinehart, and Winston.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Dürdane Tor 0000-0003-2373-1247

Cennet Engin Demir 0000-0003-1561-5182

Early Pub Date August 19, 2023
Publication Date August 22, 2023
Published in Issue Year 2023 Volume: 20 Issue: 2

Cite

APA Tor, D., & Engin Demir, C. (2023). Examining the Hidden Curriculum of the Physical Environment in Higher Education. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 704-731. https://doi.org/10.33711/yyuefd.1284795