The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science

Year 2020, Volume: 7 Issue: 1, 143 - 161, 19.02.2020

Halil İbrahim Yıldırım

https://doi.org/10.17275/per.20.9.7.1

Cited By: 16

Abstract

This study aims to determine the effect of using out-of-school learning environments in science teaching on motivation for learning science. It is a quasi-experimental study and it has been designed as pre- and post-test experimental study. The study was carried out with seventh grade students enrolled in a secondary school in the city centre of a metropolis of Turkey in 2018 within a period of 20 weeks. There were 28 students in the control group and 28 students in the experiment group. Students’ motivation for science learning was evaluated using the Motivation Scale for Science Learning. The scale was used as pre-test before the study, post-test at the end of the study, and follow-up test 12 weeks after the study. In the research, the application step was carried out by the science teacher and the researcher. In the control group, science teaching process was performed in accordance with the present science curriculum. Out-of-school learning environments related to the objectives of the current science teaching were used for the experiment group during the science teaching. The students in the experiment group visited out-of-school learning environments like nature trips, botanic parks, science fairs, science museums, natural history museums, the observatory, anatomy exhibitions, and energy parks for the subjects that were taught to them. It was found in the study that using out-of-school learning environments in science teaching had a significant effect in developing students’ motivation for learning science. Based on this finding, formal education of science students can be supported with out-of-school learning environments.

Keywords

out-of-school learning environments, motivation for science learning, science teaching

References

• Akcan, S. (2010). Outdoor school environmental education in social sciences. (Unpublished master’s thesis). University of Abant İzzet Baysal, Bolu.
• Akkaya, R. (2012, June). Examining the relationship between self-regulation strategies, motivational beliefs and attitudes towards mathematics in 7th grade students. X. National Science and Mathematics Education Congress. Nigde University Education Faculty, Nigde.
• Arıkıl, G., & Yorgancı, B. (2012, June). Differences in perception of motivation of teachers, prospective teachers and students. X. National Science and Mathematics Education Congress. Nigde University Education Faculty, Nigde.
• Atay, A. D. (2014). Investigation on secondary school students' motivation levels and metacognitive awareness on learning science. (Unpublished master’s thesis). University of Adnan Menderes, Aydın.
• Atmaca, S. (2012). Outdoor education activities in science education and effects of these activities on pre-service teachers. (Unpublished doctoral dissertation). University of Hacettepe, Ankara.
• Azizoğlu, N., & Çetin, G. (2009 ). Six and seventh grade students’ learning styles, attitudes towards science and motivations. Kastamonu Education Journal, 17(1), 171-182.
• Bakioğlu, B. (2017). Effectiveness of out-of-school learning setting aided teaching of the 5th grade let’s solve the riddle of our body chapter. (Unpublished doctoral dissertation). University of Amasya, Amasya.
• Bakioğlu, B., & Karamustafaoğlu, O. (2014). Outdoor science education: Technical visit to a dialysis center. Turkish Journal of Teacher Education, 3(2), 15-26.
• Balkan Kıyıcı, F., & Atabek Yiğit, E. (2010). Science education beyond the classroom: A field trip to wind power plant. International Online Journal of Educational Sciences, 2(1), 225-243.
• Bartley, J. E., Mayhew, L. M., & Finkelstein, N. D. (2009). Promoting children’s understanding and interest in science through informal science education. AIP Conference Proceedings, 1179(1), 93-96.
• 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. doi: 10.12973/ijese.2014.213a
• Benton, G. M. (2013). The role of intrinsic motivation in a science field trip. Journal of Interpretation Research, 18(1), 71-82.
• Binbaşıoğlu, C. (2000). Okulda ders dışı etkinlikler [Extracurricular activities at school]. İstanbul: Milli Eğitim Publishing.
• 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.
• Bostan Sarıoğlan, A., & Küçüközer, H. (2017). Investigation of pre-service science teachers’ opinions regarded to outdoor school learning environments. Journal of Research in Informal Environments (JRINEN), 2(1), 1-15.
• Bozdoğan, A. E. (2012). The practice of prospective science teachers regarding the planning of education based trips: Evaluation of six different field trips. Educational Sciences: Theory & Practice, 12(2), 1050-1072.
• 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.
• Bozdoğan, A.E. (2007). Role and importance of science and technology in education. (Unpublished doctoral dissertation). University of Gazi, Ankara.
• Bozdoğan, A.E. (2018). Science education outside school. In A. Tekbıyık & G. Çakmakçı (Ed.). Science teaching and STEM activities, (pp. 369-394). Ankara, Nobel Publishing.
• 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.
• Budak, H. (2016). The determination of self-regulating, motivation, metacognitive skills and mathematics success of 4th grade students. (Unpublished master’s thesis). University of Canakkale, Canakkale.
• Büyüköztürk, S. (2016). Sosyal bilimler için veri analizi el kitabı, istatistik, araştırma deseni, SPSS uygulamaları ve yorum [Data analysis handbook for social sciences, statistics, research design, SPSS applications and comments]. Ankara: Pegem Publishing.
• Büyüköztürk, S., Kılıç Çakmak E., Akgün, O. E., Karadeniz, S., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Publishing.
• Cantürk Günhan, B., & Başer, N. (2008). The effect of problem based learning on students’ attitudes towards and achievements in mathematics. Journal of Abant Izzet Baysal University Faculty of Education, 8(1), 119- 134.
• Çavuş, R., Kaplan, A., Sünbül, F., & Çetin, B. (2010). The effect of out-of-school learning environments on students' attitude and motivation towards science and technology lesson: Kocaeli Science and Technology Club case. IX. National Science and Mathematics Education Congress, University of Dokuz Eylul, Izmir.
• Çebi, H. (2018). Effect of different extracurricular learning environment on students' attitudes and interest in science course. (Unpublished master’s thesis). University of Yildiz Teknik, Istanbul.
• Chin, C-C. (2004). Museum Experience: a Resource for Science Teacher Education. International Journal of Science and Mathematics Education, 2, 63-90.
• Çığrık, E. (2016). Science center as a learning environment. Journal of Research in Informal Environments (JRINEN), 1(1), 79-97.
• Çığrık, E., & Özkan, M. (2015). The investigation of the effect of visiting science center on scientific process skills. Procedia-Social and Behavioral Sciences, 197, 1312-1316.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences, Hillsdale, NJ: Lawrence Earlbaum Associates.
• Cox-Petersen A.M. (1999). Dive into research at the aquarium. Science Activities, 36(3), 34-36.
• Dede, Y., & Yaman, S. (2008). A questionnaire for motivation toward science learning: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1), 19-37.
• Dohn, B. (2013). Upper secondary students’ situational interest: A case study of the role of a zoo visit in a biology class. International Journal of Science Education, 35(16), 2732-2751.
• Ertaş, H., & Şen, A. I. (2017). Out-of-school learning environments in physics teaching. In A. I. Şen & A.R. Akdeniz (Ed.). Physics teaching, (pp. 413-444). Ankara: Pegem Publishing.
• Ertaş, H., Şen, A. I., & Parmaksızoğlu, A. (2011). The effects of out - of school scientific activities on 9th grade students’ relating the unit of energy to daily life. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(2), 178-198.
• Erten, Z. (2016). Development of out-of-school learning activities regarding in science curriculum and evaluation of the effects of scientific processes skills of students. (Unpublished master’s thesis). University of Erzincan, Erzincan.
• Falk, J.H., & Adelman, L.M. (2003). Investigating the impact of prior knowledge and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163-176.
• Falk, J.H., & Needham, M. (2011). Measuring the impact of a science center on its community. Journal of Research in Science Teaching, 48(1), 1-12.
• Fried Hoffer, B. (2007). Why an informal science intervention. Maxwell Auditorium, Singapore.
• Glynn, S.M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146.
• Griffin, J. (2004). Research on students and museums: Looking more closely at the students in school groups. Science Education, 88(1), 59-70.
• Guisasola J., Solbes J., Barragues J., I., Morentin M., & Moreno, A. (2009). Students understanding of the special theory of relativity and design for a guided visit to a science museum. International Journal of Science Education, 31(15), 2085-2104.
• Guisasola, J., Morentin, M., & Zuza, K. (2005). School visits to science museums and learning sciences: A complex relationship. Physics Education, 40(6), 544-549.
• Güvercin, O., Tekkaya, C. & Sungur, S. (2010). A cross age study of elementary students’ motivation towards science learning. Hacettepe University Journal of Education, 39, 233-243.
• Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28, 87–112.
• 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.
• Kete, R., & Horasan, Y. (2013, September). Pre-service teachers' productivity in applied biology courses. VI. National Graduate Education Symposium Proceedings II, University of Sakarya, Sakarya.
• Kıngır, S., & Yazıcı, N. (2007, June). A research on high school students' attitudes and motivations about chemistry course. I. National Chemistry Education Congress, Istanbul.
• Kulalıgil, A., & Bağ, H. (2014, September). The effect of teaching practices in out-of-school learning environments on motivation and academic success of students. XI. National Science and Mathematics Education Congress Abstract Booklet. Cukurova University Educational Faculty, Adana.
• Laçin Şimşek, C. (2011). Out-of-school learning environments and science education. In C. Laçin Şimşek (Ed.). Out-of-school learning environments in science teaching, (pp. 1-23). Ankara: Pegem Publishing.
• Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602-640.
• Lukas, K. E., & Ross, S. R. (2005). Zoo visitor knowledge and attitudes toward gorillas and chimpanzees. The Journal of Environmental Education, 36(4), 33-48.
• Mehdiyev, E., Uğurlu, C. T., & Usta, H. G. (2017). Validity and reliability study: Motivation scale in English language teaching. The Journal of Academic Social Science Studies, 54, 21-37. doi: http://dx.doi.org/10.9761/JASSS3632
• Meredith, J. E., Fortner, R. W., & Mullins, G. W. (1997). Model of affective learning for non-formal science education facilities. Journal of Research in Science Teaching, 38(8), 805-818.
• Milli Eğitim Bakanlığı (MEB) (2013). Curriculum of elementary schools science teaching (3, 4, 5, 6, 7 and 8th grades). Retrieved from http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari/icerik/151
• Milli Eğitim Bakanlığı (MEB) (2017). Curriculum of science course teaching. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=143
• National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.
• Paris, S. G., Yambor, K. M., & Packard, B. W. (1998). Hands-on biology: A museum school- university partnership for enhancing students' interest and learning in science. The Elementary School Journal, 98(3), 267-288.
• Pedretti, E. (2006). Informal science education: Critical conversations and new directions. Canadian Journal of Science, Mathematics and Technology Education, 6(1), 1-9. doi:10.1080/14926150609556683
• Ramey Gassert, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97(4), 433-450.
• Ramey-Gassert, L., Walberg, H., & Walberg, H.J. (1994). Museums as science learning environments: Reexamining connections. 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. doi: 10.1007/s10956-011-9331-2
• Rennie, L. J. (2007). Learning science outside of the school. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 125-167). New Jersey: Lawrence Erlbaum Associates.
• Rowe, S., & Nickels, A. (2011). Visitor motivations across three informal education institutions: An application of the identity-related visitor motivation model. Visitor Studies, 14(2), 162-175
• Salmi, H. (1993). Science centre education, motivation and learning in informal education. (Unpublished doctoral dissertation). University of Helsinki, Helsinki.
• Schunk, D.H. (2014). Learning theories an educational perspective. Ankara: Nobel Publishing.
• Selçuk, Z. (2000). Gelişim ve öğrenme [Development and learning]. Ankara: Nobel Publishing.
• Selçuk, Z. (2015). Eğitim Psikolojisi [Education psychology]. Ankara: Nobel Publishing.
• Şentürk, E., & Özdemir, O. F. (2014). The effect of science centers on students' attitudes towards science. International Journal of Science Education, Part B, Communication and Public Engagement 4(1), 1-24, doi: 10.1080/21548455.2012.726754
• Sevinç, B., Özmen, H., & Yiğit, N. (2011). Investigation of primary students’ motivation levels towards science learning. Science Education International, 22(3), 218-232.
• Sim, G. (2015). Learning about biodiversity: Investigating children’s learning at a museum, environment centre and a live animal show. (Unpublished doctoral dissertation). University of London, London.
• Smith, E. F., Steel, G., & Gidlow, B. (2010). The temporary community: Student experiences of school-based outdoor education programs. Journal of Experiential Education, 33(2), 136-150. doi: 10.1177/105382591003300204
• Sönmez, O. F., Gökbulut, Y., & Sapsağlam, O. (2015). A model for out-of-school academic climate studies. The Journal of International Education Science, 2(2), s. 96-109.
• Sözer, Y., & Oral, B. (2016). Supplementary active outdoor learning process for classroom learning: A meta-synthesis study. International Journal of Eurasia Social Sciences, 7(22), 278- 310.
• Stavrova, O., & Urhahne, D. (2010). Modification of a school programme in the deutsches museum to enhance students’ attitudes and understanding. International Journal of Science Education, 32(17), 2291-2310.
• Stocklmayer, S., & Gilbert, J. (2003). Informal chemical education in international handbook of science education. Part one. Netherlands: By Kluwer Academic Publishers.
• Stocklmayer, S.M., Rennie, L.J., & Gilbert, J.K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1-44.
• Taşoğlu, M. (2010). Activities outside school teaching geography of the student's academic effects of success. (Unpublished master’s thesis). University of Marmara, Istanbul.
• Tatar, N., & Bağrıyanık, K. E. (2012). Opinions of science and technology teachers about outdoor education. Elementary Education Online, 11(4), 883-896.
• Thompson, G. H., & Bennett, J. (2013). Science teaching and learning activities and students' engagement in science. International Journal of Science Education, 35(8), 1325-1343.
• Topçuoğlu Ünal, F., & Bursalı, H. (2013). Turkish teachers views about motivation factors. Middle Eastern & African Journal of Educational Research, 5, 7-22.
• Türkmen, H. (2010). Historical overview of informal (out-of-school) science education and integration to education. Cukurova University Faculty of Education Journal, 3 (39), 46-59.
• Türkmen, H. (2018). Perspectives of secondary school teachers about out-door teaching. Journal of Ege Social Science, 1(1), 12- 26.
• Ülgen, G. (1997). Eğitim Psikolojisi [Education psychology]. Istanbul: Alkim Publishing.
• Uzun, N., & Keleş, O. (2010). Evaluation of the motivation for science learning according to some demographic characteristics. Gazi University Journal of Gazi Educational Faculty, 30(2), 561-584.
• Watson, S., Dod, J., & Jones, C. (2007). Engage, learn, achieve: The impact of museum visits on the attainment of secondary pupils in the East of England 2006-2007. Retrieved from https://le.ac.uk/rcmg/research-archive/engage-learn-achieve
• Wellington, J. (1990). Formal and informal learning in science: The role of the interactive science centers. Physics Education, 25(5), 247-252.
• Wulf, R., Mayhew, L. M., & Finkelstein, N. D. (2010, July). Impact of informal science education on children’s attitudes about science. Physics Education Research Conference, Portland, Oregon, AIP Conference Proceedings.
• Yavuz Topaloğlu, M. (2016). The effect of out-of-school learning environments based on socio-scientific issues on students’ conceptual understandings and decision-making skills. (Unpublished doctoral dissertation). University of Sakarya, Sakarya.
• Yıldırım, H.İ. & Karataş, F. (2018). Investigation of secondary school students’ motivation toward science learning according to some variables. The Journal of Academic Social Science, 65, 164-187. doi: http://dx.doi.org/10.16992/ASOS.13377
• Yıldırım, H.İ. (2018a). The impact of out-of-school learning environments on 6th grade secondary school student’s attitude towards science course. Journal of Education and Training Studies, 6(12), 26-41. doi: https://doi.org/10.11114/jets.v6i12.3624
• Yıldırım, H.İ. (2018b). The effect of science fairs on the 6th grade students’ problem solving skills. Trakya Journal of Education, 8(2), 390-409. doi: https://doi.org/10.24315/trkefd.364050
• Yılmaz, H., & Huyugüzel Cavaş, P. (2007). Reliability and validity study of the students’ motivation toward science learning (smtsl) questionnaire. Elementary Education Online, 6(3), 430-440.
• Zeyer, A., & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science? International Journal of Science Education, 32(16), 2217-2233.