Integrated Education Practices Against Noise in Primary School: An Action Research Study 1

• Published in: Eğitim Bilimleri Fakültesi dergisi Vol. 57; no. 2; pp. 591 - 653
• Main Authors: Kahriman, Musa, Bulunuz, Mızrap
• Format: Journal Article
• Language: English; Turkish
• Published: Ankara Ankara Universitesi 01-07-2024
• Subjects: Academic Achievement; Acoustics; Auditory Stimuli; Behavior Development; Brain; Brain research; Classrooms; Climate change; Critical Thinking; Drama; Educational Environment; Educational Facilities Improvement; Educational Practices; Elementary Education; Elementary schools; Emotional Development; Hearing loss; Integrated Curriculum; Interviews; Learning; Mathematics Education; Noise pollution; Nonverbal Communication; Physiology; Psychomotor Skills; Reading comprehension; Research Methodology; School environment; Science education; Science Instruction; Social Problems; Student Behavior; Student Development; Students; Turkey
• ISSN: 1301-3718
• DOI: 10.30964/auebfd.l283683

Noise in schools is one of the fundamental problems of education. In addition to improving school acoustics for a calm learning environment, students' awareness and consciousness of noise should be increased. The purpose of this research was: 1) to prevent noise in the classroom through integrated educational practices on sound and noise, 2) to raise awareness of students' noisy attitudes and behaviors, 3) to introduce integrated educational practices, and 4) to evaluate experiences and observations about practices. For these purposes, the action research method was preferred. The research was conducted with 23 third-year students in a private primary school. The research data constituted student and teacher observations and structured interviews, analyzed by content, descriptive, and indicator scientific analysis techniques. According to the results of the research, integrated educational practices changed the noisy behavior of students, albeit partially, by positively affecting them. As a result of the experimental practices conducted, it was observed that there were positive changes in the noise-affected situations of the students due to the decrease in the noise-causing behavior of the students. These practices attracted students' attention and increased their noise awareness. An example is one of the cartoons drawn during the student training with a facial expression showing calmness versus a facial expression showing noise (shouting), suggesting that noise awareness occurs in students. Recommendations based on these results are that students should be trained to be aware of noise, and student behavior should be followed and evaluated by teachers.