Research Article
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Year 2018, Volume: 7 Issue: 3, 451 - 464, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.451

Abstract

References

  • Anderson D., Lucas K. B., Ginns I.S., & Dierking L.D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658–679.
  • Anderson, D,. & Piscitelli, B. (2002). Parental recollections of childhood museum visits. Museum National, 10(4), 26–27.
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers’ perspectives on fieldstrips: discovering common ground in three countries. Curator, 49(3), 364- 386.
  • Balkan Kiyici, F. (2011). Fen ogretiminde okul disi ogrenme ortamlari [Non- school learning environments in science education]. In C. Lacin Simsek (Ed.), Hayvanat bahceleri icinde [In the zoo] (pp.51-64). Ankara: Pegem A.
  • Balkan Kiyici, F., & Atabek Yigit, E. (2010). Sinif duvarlarinin otesinde fen egitimi: ruzgar santraline teknik gezi [Science education beyond the classroom: a field trip to wind power plant]. International Online Journal of Educational Sciences, 2(1), 225-243.
  • Bozdogan, A. E. (2007). Bilim ve teknoloji muzelerinin fen ogretimindeki yeri ve onemi. [Role and importance of science technology in education]. Unpublished doctoral dissertation, Gazi University, Ankara.
  • Bozdogan, A. E., & Kavci, A. (2016). Sinif disi ogretim etkinliklerinin ortaokul ogrencilerinin fen bilimleri dersindeki akademik basarilarina etkisi [The effects of out of class teaching activities to secondary school students’ academic achievement in science course]. Gazi Education Science Journal, 2(1), 13-30.
  • Bozdogan, A.E. (2012). Egitim amacli gezilerin planlanmasina iliskin fen bilgisi ogretmen adaylarinin uygulamalari: alti farkli alan gezisinin degerlendirilmesi [The practice of prospective science teachers regarding the planning of education based trips: evaluation of six different field trips]. Journal of Theory and Practice in Education Science, 12(2), 1049-1072.
  • Bozdogan, A.E., & Yalcin, N. (2006). Bilim merkezlerinin ilkogretim ogrencilerinin fene karsi ilgi duzeylerinin degismesine ve akademik basarisina etkisi: Enerji parki. [The impact of science centers’ primary school students’ attitudes towards science fiction and academic achievement: Energy park]. Ege Education Journal, 2(7), 95-114.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz S., & Demirel, F. (2014). Bilimsel Arastirma Yontemleri (11. Baski). [Scientific research methods]. Ankara: Pegem Akademi Press.
  • Chin, C. C. (2004). Museum experience- A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63-90.
  • DeWitt, J., & Storksdieck, M. (2008). A short review of school fieldtrips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197.
  • Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Alta Mira Press,
  • Falk, J. H., & Dierking, L. D. (1997). School fieldtrips: assessing their long-term impact. Curator, 40(3), 211-218.
  • Griffin, J., & Symington, D. (1997).Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779.
  • Gungor, B., & Ozgur, S. (2009). Ilkogretim besinci sinif ogrencilerinin sindirim sistemi konusundaki didaktik kokenli kavram yanilgilarinin nedenleri [The causes of the fifty grade students misconceptions originated from didactic about digestive system]. Necatibey Education Faculty Electronic Science and Mathematics Education Journal, 3(2), 149-177.
  • Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between form a land informal science learning. Studies in Science Education, 28, 87–112.
  • Jeffs, T., & Smith M. (1990). Educating informal educators. In Using Informal Education, Tony Jeffs and Mark Smith (eds). Buckingham: Open University Press.
  • Kim, H. Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1):52-54. doi: 10.5395/rde.2013.38.1.52
  • Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936–955.
  • Knapp, D. (2000). Memorable experiences of a science field trip. School Science and Mathematics, 100(2), 65-72.
  • Kuklaligil, A. (2012). Sinif disi ogrenme ortamlarinda gerceklesen ogretim uygulamalarinin 5. sinif fen bilimleri dersinde ogrencilerin akademik basari, yaraticilik ve motivasyonlarina etkisi. [The effect of teaching practices occurring in out-of-class teaching environments on academic success, creativity and motivation of fifty grade science class students]. Unpublised master’ thesis, Pamukkale Universitesi, Denizli.
  • Lacin Simsek, C. (Ed.). (2011). Fen ogretiminde okul disi ogrenme ortamlari. [out-of-school learning environments in science education]. Ankara: Pegem Akademi Press.
  • Metin, M. (Ed.), (2015). Kuramdan uygulamaya bilimsel arastirma yontemleri (2.Baski). [Scientific research methods from theory to practice]. Ankara: Pegem Akademi Press.
  • Milli Egitim Bakanligi (2013). Ilkogretim kurumlari (ilkokullar ve ortaokullar) fen bilimleri dersi ogretim programi. [Primary education institutions (primary and secondary schools) science curriculum]. Ankara: T. C. Head of the Board of Education, Ministry of National Education.
  • Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097–1119.
  • Pace, S., & Tesi, R. (2004). Adult’s perception of field trips taken within grades K-12: Eight case studies in the New York metropolitan area. Education, 125(1), 30-40.
  • Ramey-Gassert, L. (1997). Learning science beyond the classroom, The Elementary School Journal, 97(4), 433-450.
  • Ramey-Gassert, L., Walberg, H.J.I., & Walberg, H.J. (1994). Reexamining connections: museums as science learning environments. Science Education, 78(4), 345-363.
  • Randler, C., Kummer, B., & Wilhelm, C. (2012). Adolescent learning in the zoo: Embedding a non-formal learning environment to teach formal aspects of vertebrate biology. Journal of Science Education and Technology, 21(3), 384-391.
  • Rapp, W. (2005). Inquiry- based environments for the inclusion of students with exceptional learning needs. Remedial and Special Education, 26(5), 297–310.
  • Secer, I. (2013). SPSS ve LISREL ile pratik very analizi: analiz ve raporlastirma (1. Baski). [Practical analysis with SPSS and LISREL: analysis and reporting]. Ankara: Ani Publishing.
  • Sevdalis, C., & Skoumios, M. (2015). Teachers’ conceptions about the implementation of non-formal science education programs. The International Journal of Science and Society, 7(4), 19-30.
  • Stoneberg, S. A. (1981). The effects of pre-visit, on-visit, and post-visit zoo activities upon the cognitive achievement and attitudes of sixth grade pupils. Unpublished doctoral thesis, University of Minnesota.
  • Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20, 245-262.
  • Tatar, N., & Bagriyanik, K. E. (2012). Fen ve teknoloji dersi ogretmenlerinin okul disi egitime yonelik gorusleri. [Science technology course teachers ‘ views on school discipline]. Ilkogretim Online, 11(4), 883-896.
  • Turk Dil Kurumu. (1994). Okul sozlugu. [School dictionary]. Ankara: Turkish Historical Society Printing House.
  • Turkmen, H. (2010). Informal (sinif-disi) fen bilgisi egitimine tarihsel bakis ve egitimimize entegrasyonu. [Informal (out-of-class) science education to historical view and integration to our education]. Cukurova University Education Faculty Journal, 3(39), 46-49.
  • Ulusal Arastirma Konseyi (NRC). (1996). National Science Education Standards. USA: National Academy Press.
  • Yavuz, M. (2012). Fen egitiminde hayvanat bahcelerinin kullaniminin akademik basari ve kaygiya etkisi ve ogretmen-ogrenci gorusleri. [The effects of using zoos in science education students’ academic achievement and anxiety towards science and teachers ‘- students conceptions]. Unpublished master’s thesis. Sakarya University, Sakarya.
  • Zhai, J. (2015). Teaching science in out-of-school settings pedagogies for effective learning. Berlin: Springer Verlag

The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement

Year 2018, Volume: 7 Issue: 3, 451 - 464, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.451

Abstract

The
purpose of this study was to investigate the effect of lessons conducted in
out-of-school learning settings on 5th graders science achievement within the
scope of a guidance material that was prepared to be used in out-of-school
learning settings in accordance with the “Let’s Solve the Riddle of Our Body”
chapter objectives. The pretest / posttest equalized control group design,
which is one of the quasi-experimental designs, was used in this study. The
sample of this study was composed of a total of 31 5th grade students (15 were
in experimental group, 16 were in control group) that were selected from
secondary schools in the first semester of the 2015-2016 academic year in Tokat
Province. Let’s Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT)
was administered before and after the implementation of the guidance material
to measure the students’ achievements and retention. The lessons were conducted
as suggested by the current curriculum in the control group. The data were
analyzed using independent samples t-test and covariance analysis (ANCOVA). As
a result of the analyses, it was found that the LeSROBAT post-test scores of
experimental group were significantly higher than the control group. Within
this context, it was concluded that the out-of-school learning settings
positively contributed to academic achievement and the guidance material that
was developed within the scope of this study was effective. The results of
retention test analyses didn’t reveal any significant difference between the
posttest and retention test scores of experimental and control groups. When the
LeSROBAT retention test scores were examined, it was observed that the scores
of experimental group was higher than the control group.
    

References

  • Anderson D., Lucas K. B., Ginns I.S., & Dierking L.D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658–679.
  • Anderson, D,. & Piscitelli, B. (2002). Parental recollections of childhood museum visits. Museum National, 10(4), 26–27.
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers’ perspectives on fieldstrips: discovering common ground in three countries. Curator, 49(3), 364- 386.
  • Balkan Kiyici, F. (2011). Fen ogretiminde okul disi ogrenme ortamlari [Non- school learning environments in science education]. In C. Lacin Simsek (Ed.), Hayvanat bahceleri icinde [In the zoo] (pp.51-64). Ankara: Pegem A.
  • Balkan Kiyici, F., & Atabek Yigit, E. (2010). Sinif duvarlarinin otesinde fen egitimi: ruzgar santraline teknik gezi [Science education beyond the classroom: a field trip to wind power plant]. International Online Journal of Educational Sciences, 2(1), 225-243.
  • Bozdogan, A. E. (2007). Bilim ve teknoloji muzelerinin fen ogretimindeki yeri ve onemi. [Role and importance of science technology in education]. Unpublished doctoral dissertation, Gazi University, Ankara.
  • Bozdogan, A. E., & Kavci, A. (2016). Sinif disi ogretim etkinliklerinin ortaokul ogrencilerinin fen bilimleri dersindeki akademik basarilarina etkisi [The effects of out of class teaching activities to secondary school students’ academic achievement in science course]. Gazi Education Science Journal, 2(1), 13-30.
  • Bozdogan, A.E. (2012). Egitim amacli gezilerin planlanmasina iliskin fen bilgisi ogretmen adaylarinin uygulamalari: alti farkli alan gezisinin degerlendirilmesi [The practice of prospective science teachers regarding the planning of education based trips: evaluation of six different field trips]. Journal of Theory and Practice in Education Science, 12(2), 1049-1072.
  • Bozdogan, A.E., & Yalcin, N. (2006). Bilim merkezlerinin ilkogretim ogrencilerinin fene karsi ilgi duzeylerinin degismesine ve akademik basarisina etkisi: Enerji parki. [The impact of science centers’ primary school students’ attitudes towards science fiction and academic achievement: Energy park]. Ege Education Journal, 2(7), 95-114.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz S., & Demirel, F. (2014). Bilimsel Arastirma Yontemleri (11. Baski). [Scientific research methods]. Ankara: Pegem Akademi Press.
  • Chin, C. C. (2004). Museum experience- A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63-90.
  • DeWitt, J., & Storksdieck, M. (2008). A short review of school fieldtrips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197.
  • Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Alta Mira Press,
  • Falk, J. H., & Dierking, L. D. (1997). School fieldtrips: assessing their long-term impact. Curator, 40(3), 211-218.
  • Griffin, J., & Symington, D. (1997).Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779.
  • Gungor, B., & Ozgur, S. (2009). Ilkogretim besinci sinif ogrencilerinin sindirim sistemi konusundaki didaktik kokenli kavram yanilgilarinin nedenleri [The causes of the fifty grade students misconceptions originated from didactic about digestive system]. Necatibey Education Faculty Electronic Science and Mathematics Education Journal, 3(2), 149-177.
  • Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between form a land informal science learning. Studies in Science Education, 28, 87–112.
  • Jeffs, T., & Smith M. (1990). Educating informal educators. In Using Informal Education, Tony Jeffs and Mark Smith (eds). Buckingham: Open University Press.
  • Kim, H. Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1):52-54. doi: 10.5395/rde.2013.38.1.52
  • Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936–955.
  • Knapp, D. (2000). Memorable experiences of a science field trip. School Science and Mathematics, 100(2), 65-72.
  • Kuklaligil, A. (2012). Sinif disi ogrenme ortamlarinda gerceklesen ogretim uygulamalarinin 5. sinif fen bilimleri dersinde ogrencilerin akademik basari, yaraticilik ve motivasyonlarina etkisi. [The effect of teaching practices occurring in out-of-class teaching environments on academic success, creativity and motivation of fifty grade science class students]. Unpublised master’ thesis, Pamukkale Universitesi, Denizli.
  • Lacin Simsek, C. (Ed.). (2011). Fen ogretiminde okul disi ogrenme ortamlari. [out-of-school learning environments in science education]. Ankara: Pegem Akademi Press.
  • Metin, M. (Ed.), (2015). Kuramdan uygulamaya bilimsel arastirma yontemleri (2.Baski). [Scientific research methods from theory to practice]. Ankara: Pegem Akademi Press.
  • Milli Egitim Bakanligi (2013). Ilkogretim kurumlari (ilkokullar ve ortaokullar) fen bilimleri dersi ogretim programi. [Primary education institutions (primary and secondary schools) science curriculum]. Ankara: T. C. Head of the Board of Education, Ministry of National Education.
  • Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097–1119.
  • Pace, S., & Tesi, R. (2004). Adult’s perception of field trips taken within grades K-12: Eight case studies in the New York metropolitan area. Education, 125(1), 30-40.
  • Ramey-Gassert, L. (1997). Learning science beyond the classroom, The Elementary School Journal, 97(4), 433-450.
  • Ramey-Gassert, L., Walberg, H.J.I., & Walberg, H.J. (1994). Reexamining connections: museums as science learning environments. Science Education, 78(4), 345-363.
  • Randler, C., Kummer, B., & Wilhelm, C. (2012). Adolescent learning in the zoo: Embedding a non-formal learning environment to teach formal aspects of vertebrate biology. Journal of Science Education and Technology, 21(3), 384-391.
  • Rapp, W. (2005). Inquiry- based environments for the inclusion of students with exceptional learning needs. Remedial and Special Education, 26(5), 297–310.
  • Secer, I. (2013). SPSS ve LISREL ile pratik very analizi: analiz ve raporlastirma (1. Baski). [Practical analysis with SPSS and LISREL: analysis and reporting]. Ankara: Ani Publishing.
  • Sevdalis, C., & Skoumios, M. (2015). Teachers’ conceptions about the implementation of non-formal science education programs. The International Journal of Science and Society, 7(4), 19-30.
  • Stoneberg, S. A. (1981). The effects of pre-visit, on-visit, and post-visit zoo activities upon the cognitive achievement and attitudes of sixth grade pupils. Unpublished doctoral thesis, University of Minnesota.
  • Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20, 245-262.
  • Tatar, N., & Bagriyanik, K. E. (2012). Fen ve teknoloji dersi ogretmenlerinin okul disi egitime yonelik gorusleri. [Science technology course teachers ‘ views on school discipline]. Ilkogretim Online, 11(4), 883-896.
  • Turk Dil Kurumu. (1994). Okul sozlugu. [School dictionary]. Ankara: Turkish Historical Society Printing House.
  • Turkmen, H. (2010). Informal (sinif-disi) fen bilgisi egitimine tarihsel bakis ve egitimimize entegrasyonu. [Informal (out-of-class) science education to historical view and integration to our education]. Cukurova University Education Faculty Journal, 3(39), 46-49.
  • Ulusal Arastirma Konseyi (NRC). (1996). National Science Education Standards. USA: National Academy Press.
  • Yavuz, M. (2012). Fen egitiminde hayvanat bahcelerinin kullaniminin akademik basari ve kaygiya etkisi ve ogretmen-ogrenci gorusleri. [The effects of using zoos in science education students’ academic achievement and anxiety towards science and teachers ‘- students conceptions]. Unpublished master’s thesis. Sakarya University, Sakarya.
  • Zhai, J. (2015). Teaching science in out-of-school settings pedagogies for effective learning. Berlin: Springer Verlag
There are 41 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Busra Bakioglu

Orhan Karamustafaoglu

Sevilay Karamustafaoglu

Senay Yapici This is me

Publication Date July 15, 2018
Published in Issue Year 2018 Volume: 7 Issue: 3

Cite

APA Bakioglu, B., Karamustafaoglu, O., Karamustafaoglu, S., Yapici, S. (2018). The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement. European Journal of Educational Research, 7(3), 451-464. https://doi.org/10.12973/eu-jer.7.3.451
AMA Bakioglu B, Karamustafaoglu O, Karamustafaoglu S, Yapici S. The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement. eujer. July 2018;7(3):451-464. doi:10.12973/eu-jer.7.3.451
Chicago Bakioglu, Busra, Orhan Karamustafaoglu, Sevilay Karamustafaoglu, and Senay Yapici. “The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement”. European Journal of Educational Research 7, no. 3 (July 2018): 451-64. https://doi.org/10.12973/eu-jer.7.3.451.
EndNote Bakioglu B, Karamustafaoglu O, Karamustafaoglu S, Yapici S (July 1, 2018) The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement. European Journal of Educational Research 7 3 451–464.
IEEE B. Bakioglu, O. Karamustafaoglu, S. Karamustafaoglu, and S. Yapici, “The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement”, eujer, vol. 7, no. 3, pp. 451–464, 2018, doi: 10.12973/eu-jer.7.3.451.
ISNAD Bakioglu, Busra et al. “The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement”. European Journal of Educational Research 7/3 (July 2018), 451-464. https://doi.org/10.12973/eu-jer.7.3.451.
JAMA Bakioglu B, Karamustafaoglu O, Karamustafaoglu S, Yapici S. The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement. eujer. 2018;7:451–464.
MLA Bakioglu, Busra et al. “The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement”. European Journal of Educational Research, vol. 7, no. 3, 2018, pp. 451-64, doi:10.12973/eu-jer.7.3.451.
Vancouver Bakioglu B, Karamustafaoglu O, Karamustafaoglu S, Yapici S. The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement. eujer. 2018;7(3):451-64.