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Fen Bilimleri Öğretmenlerinin Okul Dışı Öğrenmeye Yönelik Kaygı Düzeyleri ve Kaygı Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Year 2023, Volume: 11 Issue: 1, 29 - 44, 04.07.2023
https://doi.org/10.47215/aji.1260815

Abstract

Bu çalışmanın amacı, fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarına yönelik kaygıları ile kaygı düzeylerini belirlemek ve kaygı düzeylerini çeşitli değişkenler açısından incelemektir. Araştırma modeli olarak nicel araştırma yöntemlerinden tarama modeli seçilmiştir. Araştırma 2021-2022 eğitim-öğretim yılının bahar döneminde yürütülmüş olup çalışmaya 153 (110 kadın, 43 erkek) fen bilimleri öğretmeni katılmıştır. Araştırmanın çalışma grubu gönüllülük esasına dayalı olarak seçilmiş olup, veriler google form aracılığıyla alınmıştır. Veri toplama aracı olarak “Fen Grubu Öğretmenlerinin Okul Dışı Öğrenme Ortamlarına Yönelik Kaygı Düzeyi Değerlendirme Ölçeği” kullanılmıştır. Veri analizinde SPSS 26 paket programından yararlanılmış olup, veriler frekans, yüzde, aritmetik ortalama, standart sapma, bağımsız örneklemler t-testi ve ilişkisiz ölçümler için tek yönlü ANOVA sonuçlarına bakılarak yorumlanmıştır. Araştırma bulguları; ölçekteki her bir maddeye ilişkin yüzde değerleri ile her bir maddeye ve ölçeğin geneline ilişkin kaygı düzeyleri açısından değerlendirilmiş, ölçek genelinde kaygı düzeyleri verilmiş ve öğretmenlerin okul dışı öğrenme ortamlarına yönelik kaygı düzeyleri ortama puanları çeşitli değişkenler açısından incelenmiştir. Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarına ilişkin genel kaygı düzeyi ortalama puanının 3,09 olduğu tespit edilmiştir. Katılımcılar okul dışı öğrenme ortamlarının kendilerini kısmen kaygılandırdığını belirtmişlerdir. Katılımcıları en fazla kaygılandıran ise öğrencilerin başına bir şey gelmesi durumunda veli ile yaşanabilecek durumlardır. Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarına yönelik kaygıları ile cinsiyet değişkeni arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Ancak okul dışı öğrenme ortamlarına yönelik eğitim alma, idareci tavrı, okul dışı ortamları ziyaret etme sıklığı, okul dışı ortamları fen öğretiminde kullanma ve okul dışı öğretim için plan hazırlayabilme değişkenleri ile okul dışı öğrenme ortamlarına yönelik kaygı düzeyleri ortalama puanları arasında ilişki olduğu sonucuna ulaşılmıştır.

References

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  • Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245. https://doi.org/10.12973/ijese.2014.213a
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  • Bozdoğan, A. E. (2016). Development of self-efficacy belief scale for planning and organizing educational trips to out of school settings. Journal of Theoretical Educational Science, 9(1), 111-129. http://dx.doi.org/10.5578/keg.9475
  • Bozdoğan, A. E., & Kavcı, A. (2016). The effects of out of class teaching activities to secondary school students’ academic achievement in science course. Gazi Journal of Educational Science, 2(1), 13-30.
  • Bozdoğan, A. E., Okur, A., & Kasap, G. (2015). A sample application for a planned field trip: A factory trip. The Black Sea Journal of Social Sciences, 7(14), 1-12.
  • Büyükkaynak, E., Ok, Z., & Aslan, O. (2016). Science teachers’ views on out-of-school learning environments in science education. Kafkas University Journal of the Institute of Social Sciences, Additional Number 1, 43-60. https://doi.org/10.9775/kausbed.2016.032
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  • Çığrık, E., & Özkan, M. (2016). The effect of science center learning activities onstudents’ science achievement and relationship with motivation level. Journal of Uludag University Faculty of Education, 29(2), 279-301.
  • Çiçek, Ö., & Saraç, E. (2017). Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri [Opinions of science teachers about their lives in out-of-school learning environments]. Journal of Ahi Evran University Kirsehir Education Faculty, 18(3), 504-522.
  • Demirel, R., & Özcan, H. (2020). A fıeld trip to an out-of-school learning environment with middle school students: The case of tropical butterfly garden. Journal of Research in Informal Environments, 5(2), 120-144.
  • Dönel Akgül, G., & Arabacı, S. (2020). The views of science teachers on the use and application of out-ofschool learning environments. International Journal of Scholars in Education, 3(2), 276-291.
  • Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2018). Sosyal bilimlerde spss’le veri analizi [Data analysis with spss in social sciences] (7. baskı). İstanbul: Beta Yayınevi.
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  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16, 171-190. https://doi.org/10.1007/s10956-006-9027-1
  • Fırat Durdukoca, Ş. (2023). Opinions and efficiency perceptions of pre-school and primary school teacher candidates on out-ofschool learning environments and activities. EKEV Journal of Academy, (93), 421-442. https://doi.org/10.17753/sosekev.1216456
  • Genç, M., Albayrak, S., & Söğüt, S. (2019). Fen bilimleri öğretmen adaylarının okul dışı öğrenme ortamlarına ilişkin görüşleri [Views of pre-service science teachers on out-of-school learning environments]. International Congresses on Education 2010 Book of Proceedings, (s.233-239), Sakarya.
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  • Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning oriented strategies on school excursions to museums. Science Education, 8(1), 763–779. https://doi.org/10.1002/(SICI)1098-237X(199711)81:6%3C763::AID-SCE11%3E3.0.CO;2-O
  • İnce, S., & Akcanca, N. (2021). Parents’ wievs on out-of-school learning environments in preschool education. Mehmet Akif Ersoy University Journal of Education Faculty, 58, 172-197. https://doi.org/10.21764/maeuefd.886446
  • Kablan, Z. (2012). The effects of level of cognitive learning and concrete experience on teacher candidates’ lesson planning and application skills. Education and Science, 37(163), 239-253.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi [Scientific research method] (17. baskı). Ankara: Nobel.
  • Katz, P., McGinnis, R., Hestness, E., Riedinger, K., Marbach, G., Dai, A., & Pease, R. (2011). Professional identity development of teacher candidates participating in an informal science education internship: A focus on drawings as evidence. International Journal of Science Education, 33(9), 1169-1197. https://doi.org/10.1080/09500693.2010.489928
  • Kılıç, H. E., & Şen, A. İ. (2014). The effect of physics education based on out-of-school learning activities and critical thinking on students’ attitudes. Education and Science, 39(176), 13-30. http://dx.doi.org/10.15390/EB.2014.3635
  • Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education. International Journal of Science Education, 22(7), 755-777. https://doi.org/10.1080/09500690050044080
  • Kete, R., & Horasan, Y. (2013, May). Teacher candidates’ efficiencies in applied (nature centered) biology lessons. In Proceedings Book of the VI. National Graduate Education Symposium II (pp. 85-90), Sakarya.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936-955. https://doi.org/10.1002/sce.20085
  • Kubat, U. (2017). Determination of science teachers' opinions. European Journal of Education Studies, 3(12), 344-354. http://dx.doi.org/10.5281/zenodo.1125651
  • Laçin Şimşek, C. (2020). Fen öğretiminde okul dışı öğrenme ortamları [Out-of-school learning environments in science teaching] (2.baskı). Ankara: Pegem Akademi.
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Investigation of Science Teachers’ Level of Anxiety about Out-of-School Learning

Year 2023, Volume: 11 Issue: 1, 29 - 44, 04.07.2023
https://doi.org/10.47215/aji.1260815

Abstract

The purpose of the current study is to determine science teachers’ level of anxiety about out-of-school learning environments and to investigate whether this level of anxiety varies significantly depending on different variables. The study employed the survey model, one of the quantitative research methods. The study was conducted in the spring term of the 2021-2022 school year. A total of 153 (110 female and 43 male) science teachers participated in the study. The participation was on a volunteer basis and the data were collected via Google Form. As the data collection tool, the “Science Teachers’ Level of Anxiety about Out-of-School Environments Evaluation Scale” was used. In the analysis of the collected data, a statistical program was used and the data were interpreted by looking at the results of independent samples t-test and one-way analysis of variance (ANOVA). In this way, the participating teachers’ level of anxiety about out-of-school learning environments and the correlations between this level of anxiety and different variables were revealed. The mean score for the science teachers’ general level of anxiety about out-of-school learning environments was found to be 77.22. The participants stated that out-of-school learning environments make them partially concerned. No significant correlation was found between the science teachers’ level of anxiety about out-of-school learning environments and the gender variable. On the other hand, significant correlations were found between the science teachers’ level of anxiety about out-of-school learning environment and the variables of having received training on out-of-school learning environments, administrative attitude, frequency of visiting out-of-school environments, using out-of-school environments in science education and being able to prepare a plan for out-of-school teaching.

References

  • Arık, S., & Bozdoğan, A. E. (2022). Teacher anxiety scale for organizing trips to out-of-school learning environments: Development and validity of the scale. Participatory Educational Research, 9(4), 111-130. https://doi.org/10.17275/per.22.82.9.4
  • Avan, Ç., Gülgün, C., Yılmaz, A., & Doğanay, K. (2019). Out-of-school learning environment in stem education: Kastamonu science camp. Journal of STEAM Education, 2(1), 39-51.
  • Aydemir, İ., & Toker-Gökçe, A. (2016). Perspectives of school adminisrators regarding informal learning/education settings. In IIIrd International Eurasian Educational Research Congress Statement Book, (s. 630-638), Muğla.
  • Bakioğlu, B., & Karamustafaoğlu, O. (2020). Pupil views on the use of out-of-school learning environments in teaching process. Journal of Research in Informal Environments, 5(1), 80-94.
  • Balbağ, M. Z., Leblebicier, K., Karaer, G., Sarıkahya, E., & Erkan, Ö. (2016). Science education and teaching problems in Turkey. Journal of Research in Education and Teaching, 5(3), 12-23.
  • Batman, D. (2020). Investigatıon of physics teachers’ views about the out-of-school learning environments. Journal of Research in Informal Environments, 5(1), 59-79.
  • Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245. https://doi.org/10.12973/ijese.2014.213a
  • Bodur, Z. (2015). The effect of outdoor class activities in the solar system and beyond unit on seventh grade student’s academic achievements, scientific process abilities and motivation (Unpublished master’s thesis). University of Marmara, İstanbul.
  • Bozdoğan, A. E. (2012). Science teacher candidates' practices regarding the planning of educational trips: Evaluation of six different field trips. Educational Sciences: Theory & Practice, 12(2), 1049-1072.
  • Bozdoğan, A. E. (2016). Development of self-efficacy belief scale for planning and organizing educational trips to out of school settings. Journal of Theoretical Educational Science, 9(1), 111-129. http://dx.doi.org/10.5578/keg.9475
  • Bozdoğan, A. E., & Kavcı, A. (2016). The effects of out of class teaching activities to secondary school students’ academic achievement in science course. Gazi Journal of Educational Science, 2(1), 13-30.
  • Bozdoğan, A. E., Okur, A., & Kasap, G. (2015). A sample application for a planned field trip: A factory trip. The Black Sea Journal of Social Sciences, 7(14), 1-12.
  • Büyükkaynak, E., Ok, Z., & Aslan, O. (2016). Science teachers’ views on out-of-school learning environments in science education. Kafkas University Journal of the Institute of Social Sciences, Additional Number 1, 43-60. https://doi.org/10.9775/kausbed.2016.032
  • Carrier, S. J. (2009). The effects of outdoor science lessons with primary school students on pre-service teachers’ self-efficacy. Journal of Primary Science Education, 21(2), 35-48. https://doi.org/10.1007/BF03173683
  • Çığrık, E., & Özkan, M. (2016). The effect of science center learning activities onstudents’ science achievement and relationship with motivation level. Journal of Uludag University Faculty of Education, 29(2), 279-301.
  • Çiçek, Ö., & Saraç, E. (2017). Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri [Opinions of science teachers about their lives in out-of-school learning environments]. Journal of Ahi Evran University Kirsehir Education Faculty, 18(3), 504-522.
  • Demirel, R., & Özcan, H. (2020). A fıeld trip to an out-of-school learning environment with middle school students: The case of tropical butterfly garden. Journal of Research in Informal Environments, 5(2), 120-144.
  • Dönel Akgül, G., & Arabacı, S. (2020). The views of science teachers on the use and application of out-ofschool learning environments. International Journal of Scholars in Education, 3(2), 276-291.
  • Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2018). Sosyal bilimlerde spss’le veri analizi [Data analysis with spss in social sciences] (7. baskı). İstanbul: Beta Yayınevi.
  • Erten, Z., & Taşçi, G. (2016). Developing activities of out of the school learning environments for science classes, and analysing their effects on students’ scientific process skills. Erzincan University Journal of Education Faculty, 18(2), 638-657. https://doi.org/10.17556/jef.41328
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16, 171-190. https://doi.org/10.1007/s10956-006-9027-1
  • Fırat Durdukoca, Ş. (2023). Opinions and efficiency perceptions of pre-school and primary school teacher candidates on out-ofschool learning environments and activities. EKEV Journal of Academy, (93), 421-442. https://doi.org/10.17753/sosekev.1216456
  • Genç, M., Albayrak, S., & Söğüt, S. (2019). Fen bilimleri öğretmen adaylarının okul dışı öğrenme ortamlarına ilişkin görüşleri [Views of pre-service science teachers on out-of-school learning environments]. International Congresses on Education 2010 Book of Proceedings, (s.233-239), Sakarya.
  • Gürsoy, G. (2018). Outdoor learning environments in science teaching. Educational Sciences, 13(11), 623-649. http://dx.doi.org/10.7827/TurkishStudies.13225
  • Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning oriented strategies on school excursions to museums. Science Education, 8(1), 763–779. https://doi.org/10.1002/(SICI)1098-237X(199711)81:6%3C763::AID-SCE11%3E3.0.CO;2-O
  • İnce, S., & Akcanca, N. (2021). Parents’ wievs on out-of-school learning environments in preschool education. Mehmet Akif Ersoy University Journal of Education Faculty, 58, 172-197. https://doi.org/10.21764/maeuefd.886446
  • Kablan, Z. (2012). The effects of level of cognitive learning and concrete experience on teacher candidates’ lesson planning and application skills. Education and Science, 37(163), 239-253.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi [Scientific research method] (17. baskı). Ankara: Nobel.
  • Katz, P., McGinnis, R., Hestness, E., Riedinger, K., Marbach, G., Dai, A., & Pease, R. (2011). Professional identity development of teacher candidates participating in an informal science education internship: A focus on drawings as evidence. International Journal of Science Education, 33(9), 1169-1197. https://doi.org/10.1080/09500693.2010.489928
  • Kılıç, H. E., & Şen, A. İ. (2014). The effect of physics education based on out-of-school learning activities and critical thinking on students’ attitudes. Education and Science, 39(176), 13-30. http://dx.doi.org/10.15390/EB.2014.3635
  • Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education. International Journal of Science Education, 22(7), 755-777. https://doi.org/10.1080/09500690050044080
  • Kete, R., & Horasan, Y. (2013, May). Teacher candidates’ efficiencies in applied (nature centered) biology lessons. In Proceedings Book of the VI. National Graduate Education Symposium II (pp. 85-90), Sakarya.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936-955. https://doi.org/10.1002/sce.20085
  • Kubat, U. (2017). Determination of science teachers' opinions. European Journal of Education Studies, 3(12), 344-354. http://dx.doi.org/10.5281/zenodo.1125651
  • Laçin Şimşek, C. (2020). Fen öğretiminde okul dışı öğrenme ortamları [Out-of-school learning environments in science teaching] (2.baskı). Ankara: Pegem Akademi.
  • MEB (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science curriculum (Primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades)]. Ankara: Millî Eğitim Bakanlığı.
  • MEB (2019). Okul dışı öğrenme ortamları kılavuzu [Out-of-school learning environments Guide]. Ankara: Ortaöğretim Genel Müdürlüğü.
  • Mertoğlu, H. (2019). Opinions of science pre-service teachers on out-of-school activities conducted in different learning environments. Journal of Research in Informal Environments, 4(1), 37-60.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Şükran Utku 0000-0003-2870-4256

Esra Uçak 0000-0003-2897-6462

Publication Date July 4, 2023
Published in Issue Year 2023 Volume: 11 Issue: 1

Cite

APA Utku, Ş., & Uçak, E. (2023). Investigation of Science Teachers’ Level of Anxiety about Out-of-School Learning. Asya Öğretim Dergisi, 11(1), 29-44. https://doi.org/10.47215/aji.1260815

ASIAN JOURNAL OF INSTRUCTION

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