___

• Bauer, V. (1975). Simulation, evaluation and conflict analysis in urban planning, m. m. baldwin, portraits of complexity: Applications of systems methodologies to societal problems. Columbus, OH, USA: Batelle Institute, 179-92.
• Braund, M. & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373-1388.
• Borders, C., Woodley, S., & Moore, E. (2014). Inclusion and giftedness, Gifted Education: Current Perspectives and Issues (Advances in Special Education), Vol. 26: 127-146.
• Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’self-efficacy. Journal of Elementary Science Education, 21(2), 35-48.
• Cherney, I. D., Seiwert, C., Dickey, T. M., & Flichtbeil, J. D. (2006). Children’s drawings: A mirror to their minds. Educational Psychology, 26, 127-142.
• Clark, B. (2002). Growing up gifted. Developing the potential of children at home and at school. (5th ed.). Upper Saddle River, New Jersey: Prentice Hall.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Taylor and Francis
• Cronin-Jones, L. (2000). The effectiveness of schoolyards as sites for elementary science instruction. School Science and Mathematics 100(4), 203-212.
• Dillon J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D. & Benefield, P. (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-111.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011), The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432
• Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on Children’s outdoor play. Australian Journal of Outdoor Education, 15(2), 24–35.
• Eden, C., Ackerman, F., & Cropper, S. (1992). The analysis of cause maps, Journal of Management Studies, 29, 309-23.
• Ee, J., & Ong, C. W. (2014) Which social emotional competencies are enhanced at a social emotional learning camp? Journal of Adventure Education and Outdoor Learning, 14(1), 24-41, http://doi.org/10.1080/14729679.2012.761945
• Eken G., Bozdoğan, M., İsfendiyaroğulları, S., Kılıç, T. D., & Lise, Y. (Editors). (2006). Turkey's Key Biodiversity Areas . Nature Association. Ankara
• Fish, L. A., & Bailie, P. E. (2018). Getting gifted kids outdoors: Tips for a summer of play. National Association for Gifted Children, 5-9. Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. McGraw-Hill.
• Galton, F. (1892). Hereditary genius (2nd ed.). London: Macmillan.
• Gray, T., & Birrell, C. (2015). Touched by the earth: A place-based outdoorlearning programme incorporating the arts. Journal of Adventure Education and Outdoor Learning, 15(4), 330–349.
• Hage, P., & Harary, F. (1983). Structural models in anthropology. New York, NY, USA: Oxford University Press.
• Harary, F., Norman, R. Z., & Cartwright, D. (1965). Structural Models: An introduction to the theory of directed graphs. New York, NY, USA: John Wiley & Sons.
• Harvey, M. R. 1989. Children’s experiences with vegegation. Children’s Environment Quarterly 6 (1), 36-43.
• Hay D. B. (2007). Using concept maps to measure deep, surface and non-learning outcomes, Studies in Higher Education, 32 (1), 39-57.
• Ismail, M. N., Ngah, N. A., Umar, I. N. (2010). The effects of mind mapping with cooperative learning on programming performance, problem solving skill and metacognitive knowledge among computer science students, Journal of Educational Computing Research, 42 (1), 35-61.
• Jones, M., Van Kessel, G., Swisher, L., Beckstead, J. & Edwards, I. (2014). Cognitive maps and the structure of observed learning outcome assessment of physiotherapy students’ ethical reasoning knowledge, Assessment & Evaluation in Higher Education, 39(1), 1-20.
• Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of giftedness. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research and best practices (pp. 71-91). New York: Springer.
• Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40(2), 88-90.
• Lawshe, C. H. (1975). A Quantitative approach to content validity, Personnel Psychology, 28, 563-575.
• Laszlo, E., Artigiani, R., Combs, A., & Csanyi, V. (1996). Changing Visions, Human Cognitive Maps, Past, Present, and Future. Westport, CT, USA: Praeger.
• Maker, C., & Nielson, A. (1996). Curriculum development and teaching strategies for gifted learners. Austin: TX: Pro-Ed.
• MacDonald, N. (1983). Trees and networks in biological models. New York, NY, USA: John Wiley & Sons.
• Maller, C., & Townsend, M. (2006) Children's mental health and wellbeing and hands-on contact with nature. International Journal of Learning, 12(4), 359-372.
• Manzanal R. F., Barreiro, L. M. R., & Jimenez, M. C. (1999). Relationship between ecology fieldwork and student attitudes toward environmental protection. Journal of Research in Science Teaching, 36(4), 431-453.
• MEB (Turkey Ministry of Education). (2016). Directive on science and art centers. Retrieved from, http://orgm.meb.gov.tr
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage
• Mills, C. (2003). Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of Students. Gifted Child Quarterly, 47(4):272-281.
• Morgan, G. (1980). Paradigms, metaphors, and puzzle solving in organization theory, Administrative Science Quarterly, 25(4), 605-622.
• Özesmi, U., & Özesmi, S. (2004). Ecological models based on people's knowledge: A multi-step fuzzy cognitive mapping approach, Ecological Modelling, 176, 43-64.
• Özdemir, O. (2010). The effects of nature-based environmental education on environmental perception and behavior of primary school students. Pamukkale University Journal of Education, 27, 125-138.
• Payne, M. R. (1985). Using the outdoors to teach science: a resourge guide for elementary and middle school teachers. National institute of education (ED): Wasington, DC.
• Pfouts, B. R., & Schultz, R. A. (2003). The benefits of outdoor learning centers for young gifted learners. Gifted Child Today, 26(1), 56-63
• Renzulli, J. S., & Reis, S. M. (1994). Research related to the Schoolwide Enrichment Triad model. Gifted Child Quarterly, 38(1), 7-20. Shanely, S. D. (2006). Towards an understanding of an outdoor education program: Listening to participants’ stories. PhD Thesis, University of Florida, USA.
• Simon, H.A. (1996). The Sciences of the artificial. Cambridge, UK: The MIT Press. Van Tassel-Baska, J. (2005). Acceleration Strategies for Teaching Gifted Learners. Waco, TX Prufrock Press Inc.
• Taber, K. S. (2007). Science education for gifted learners? In K. S. Taber (Ed.), Science Education for Gifted Learners (pp. 1-14). London: Routledge.Taylor et al., 1998
• Thomas, G. (2010). Facilitator, teacher, or leader? Managing conflicting roles in outdoor education. Journal of Experiential Education, 32(3), 239–254.
• Tsai, J. T. (2006). The identification of the components for an outdoor education curriculum in Taiwan. PhD Thesis, Indiana University, USA.
• Yildirim, A., & Simsek, H. (2011). Qualitative research methods in social sciences (8th ed.). Ankara: Seckin
• Zylstra, M J., Knight, A. T., Esler, K. J. & Le Grande, L. L. L. (2014). Connectedness as a core conservation concern: An Interdiciplinary Review of Theory and a call for Practice. Springer Science Reviews, 2, 119-143.