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: 15

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

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