Akademisyenlerin bakış açısıyla okul dışı öğrenme ortamları

Abstract

Bu çalışmada, akademisyenlerin okul dışı öğrenme ile ilgili düşüncelerinin, farkındalık ve okul dışı öğrenme ortamlarında öğrenme faaliyeti düzenleyebilme yeterliklerinin okul dışı öğrenme ortamları (ODOÖ) dersi verme deneyimine sahip olma durumu açısından belirlenmesi amaçlanmaktadır. Durum çalışması ile yürütülen çalışmanın araştırma grubunu Türkiye'deki devlet üniversitelerinde eğitim fakültelerinin fizik, kimya, biyoloji ve fen bilgisi eğitimi programlarında görev yapan 56 akademisyen oluşturmaktadır. Veri toplama aracı olarak, “Okul Dışı Öğrenme Ortamları Düzenleme Ölçeği” ile dört soru içeren bir form kullanılmıştır. Ölçekten elde edilen bulgulara göre, ODOÖ dersi verme deneyimi olan akademisyenler için ortalama puan 4,41 ve deneyimi olmayan akademisyenler için ortalama puan 3,82 olarak hesaplanmıştır. Elde edilen nitel bulgular irdelendiğinde akademisyenler okul dışı öğrenme faaliyetleri kapsamında çoğunlukla çevre eğitimi, astronomi, canlılar ve yaşam ile geri dönüşüm konularını tercih etmişlerdir. Öğrenme ortamı olarak da genellikle bilim merkezi, geri dönüşüm tesisi ve gözlem evi gibi farklı türdeki mekânların kullanılmak istendiği görülmüştür. Sonuç olarak, akademisyenlerin okul dışı öğrenme faaliyeti gerçekleştirebilme düzeyleri yüksek olmasına rağmen yürüttükleri eğitim öğretim faaliyetlerinde bu faaliyetlerden yeterli düzeyde yararlanmadıkları görülmektedir.

Keywords

• Akademisyen
• Görüş
• Okul dışı öğrenme
• Okul dışı öğrenme faaliyetleri

Academics’ perspective on out-of-school learning environments

Abstract

This study aims to ascertain academicians' opinions about out-of-school learning, awareness of it, and competency to plan learning activities in such situations for the purpose of teaching in out-of-school learning environments (OSLEs). The research group of this study, which was conducted as a case study, consists of 56 academics in the physics, chemistry, biology, and science education programs of education faculties in Türkiye. The Out-of-School Learning Environments Regulation Scale and a form containing four questions were used to data collection. The results from the scale, the average score was calculated as 4.41 for academics with experience in teaching OSLEs and 3.82 for academics without such experience. The qualitative results indicate that academics mostly prefer to focus on environmental education, astronomy, living things and life, and recycling issues through out-of-school learning activities and use different types of OSLEs such as science center, recycling facility and observatory. To conclude, despite the academics' high level of competency in performing out-of-school learning activities, it is evident that they underutilize these activities in their teaching.

Keywords

• Academics
• Opinion
• Out-of-school learning
• Out-of-school learning activities

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