Administrator opinions on the use of out-of-school learning environments in science and art centers

Abstract

In today's world, relentless technological advancements have played a significant role in changing the structure and scope of the concept of learning. Learning is now extending beyond school boundaries at all educational levels. Particularly, students who come to Science and Art Centers (SAC) can enhance their existing talents by integrating the theoretical knowledge acquired at their schools with practical opportunities provided at these centers. In this context, planning activities in out-of-school learning environments has become a primary responsibility of SAC. This study aims to explore the opinions of SAC administrators (principals and vice principals) regarding out-of-school learning environments, understand their perceptions, address the gap in similar studies in the existing literature, and contribute to the field. A case study, a qualitative research method, was used in the research. The study group consists of 16 administrators (principals and vice principals) working in SAC centers located in the central and surrounding districts of Bursa province during the second semester of the 2023-2024 academic year. The tools used in the research are semi-structured interview forms prepared by the researchers. These forms consist of two main sections: the first section includes demographic information of the participants, and the second section contains a total of 6 open-ended questions. The data set obtained during the research process was subjected to content analysis. As a result of the research, SAC administrators stated that they have a good command of out-of-school learning environments, but they have difficulty in diversifying the existing concept in the field, that the applications made in out-of-school learning environments contribute to the students, and the institution, and that the most important problem SAC administrators have experienced at the point of implementing out-of-school learning environments in their institutions is financial, bureaucratic, and individuals-related.

Keywords

• Gifted And Talented Students
• Out-Of-School Learning Environments
• SAC Administrators

References

1. Agyekum, B. (2023). Challenges of learning environments experienced by distance-learning higher education students in Ghana. International Review of Education, 69(1), 51-72. https://doi.org/10.1007/s11159-023-09991-z.
2. American Institutes for Research. (2005). Effects of outdoor education programs for children in California. California Department of Education. https://www.air.org/resource/report/effects-outdoor-education-programs-children-california.
3. Alkan, D. (2023). Okul dışı öğrenme ortamlarının etkili kullanılmasında okul yöneticilerinin rolü [The role of school administrator in the effective use of out of school learning environments]. [Unpublished master’s thesis]. Trakya University.
4. Alkan, D., & Bülbül, T. (2024). Okul dışı öğrenme ortamlarının etkili kullanılmasında okul yöneticilerinin rolü [The role of school administrators in the effective use of out-of-school learning environments]. Trakya Eğitim Dergisi, 14(2), 534–551. https://doi.org/10.24315/tred.1258622.
5. Alkan, İ., & Bayri, N. (2019). Fen eğitiminde okul dışı öğrenme ortamları [Out-of-school learning environments in science education]. In M. Avşar & E. S. T. Bayazit (Eds.), Kaşgarlı Mahmut II. International Congress on Language and Educational Sciences (pp. 8–12). İksad Publishing.
6. Arkan, K. M. (2022). Sosyal bilgiler öğretmenlerinin okul dışı öğrenme hakkındaki görüşleri [Social studies teachers’ opinions on out-of-school learning] [Unpublished master’s thesis]. Recep Tayyip Erdoğan University.
7. Aslan, Ö. (2020). Okul dışı öğrenme ortamları düzenlemeye yönelik eğitim yöneticileri ve öğretmen algıları [Perceptions of educational administrators and teachers on organizing out-of-school learning environments] [Unpublished non-thesis master's project]. Pamukkale University.
8. Aydemir, İ., & Toker-Gökçe, A. (2016). Okul yöneticilerinin okul dışı öğrenme ortamlarına ilişkin görüşleri [School administrators’ opinions on out-of-school learning environments]. In Proceedings of the International EJER Congress 2016 (pp. 630–638). Anı Yayıncılık. https://ejercongress.org/pdf/bildirikitabi2016_ejer.pdf

9. 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.
10. Bernard, J. (2012). A place to learn: Lessons from research on learning environments. UNESCO Institute for Statistics.
11. Bilgiç, N., Erdoğan, M. N., Ağaoğlu, O., & Can Ağaoğlu, F. (2012). Üstün yeteneklilerin eğitimi alanında uluslararası politika ve uygulamaların incelenmesi ve değerlendirilmesi raporu [Analysis and evaluation report on international policies and practices in gifted education]. [Report]. T.C. Millî Eğitim Bakanlığı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. https://orgm.meb.gov.tr/meb_iys_dosyalar/2013_02/12114109_stnyeteneklerineitimi.pdf.
12. Bilgiç, N., Taştan, A., Kurukaya, G., Kaya, K., Avanoğlu, O., & Topal, T. (2021). Özel yetenekli bireylerin eğitimi strateji ve uygulama kılavuzu [Strategy and implementation guide for the education of gifted individuals]. T.C. Millî Eğitim Bakanlığı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
13. Bresler, C. A. (1991). Museums and environmental education. NAPEC Quarterly, 2(1), 6.
14. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
15. Çetin, R. B., & Akman, İ. (2024). 21. yüzyıl yeterlikleri ve okul dışı öğrenme ortamları [21st century competencies and out-of-school learning environments]. Journal of Continuous Vocational Education and Training, 6(1), 3–17. https://dergipark.org.tr/tr/pub/jcvet/issue/82431/1412831.
16. Çetin, Y. B. (2021). Okul yöneticilerinin, öğretmenlerin, öğrencilerin ve velilerin okul dışı öğrenmeye ilişkin görüşleri [School administrators’, teachers’, students’, and parents’ opinions on out-of-school learning] [Unpublished master’s thesis]. Hacettepe University.
17. Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods]. Siyasal Kitabevi.
18. Dere, F., & Çifçi, T. (2022). Problems preschool teachers encounter in the use of out-of-school learning environments. Journal of Innovative Research in Teacher Education, 3(2), 76–93. https://doi.org/10.29329/jirte.2022.464.2.
19. Doldur, M., & Ertaş Kılıç, H. (2023). The effect of activities performed in the science center on students’ perceptions of out-of-school learning. Science Insights Education Frontiers, 15(1), 2149–2173. https://doi.org/10.15354/sief.23.or101.
20. Dönel Akgül, G., & Arabacı, S. (2020). Okul dışı öğrenme ortamlarına yönelik fen bilgisi öğretmenlerinin görüşleri [Science teachers' views on out-of-school learning environments]. International Journal of Educational Researchers, 3(2), 276–291. https://dergipark.org.tr/en/pub/ueader/issue/59308/735367.
21. Erçetin, Ş. Ş., & Görgülü, D. (2018). Bilim merkezlerini ziyaret eden 6. sınıf öğrencilerinin fen bilimleri dersine ilişkin görüşlerinin incelenmesi [Examination of 6th grade students' opinions on science courses after visiting science centers]. Turkish Journal of Educational Sciences, 16(2), 122–138. https://dergipark.org.tr/tr/download/article-file/606504.
22. Ergün, P., & Aslan, H. (2023). Okul dışı sosyal etkinliklerde karşılaşılan sorunlar [Problems encountered in out-of-school social activities]. Uluslararası Liderlik Eğitimi Dergisi, 7(2), 61–73. https://dergipark.org.tr/en/pub/ijolt/issue/79366/1369923.
23. Erkuş, U., & Taşdemir, A. (2024). Out-of-school learning and out-of-school learning practices according to the opinions of school administrators. Journal of Research in Informal Environments, 9(1), 81–99.
24. Ertaş Kılıç, H., & Şen, A. İ. (2014). Okul dışı öğrenme etkinliklerine ve eleştirel düşünmeye dayalı fizik öğretiminin öğrenci tutumlarına etkisi [The effect of physics teaching based on out-of-school learning activities and critical thinking on students' attitudes]. Eğitim ve Bilim, 39(176), 13–30. https://doi.org/10.15390/EB.2014.3635.
25. Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. https://doi.org/10.1007/s10956-006-9027-1.
26. Göksu, M. M. (2020). Sınıf dışı öğrenme ortamları: Köy enstitüleri örneği [Out-of-class learning environments: The case of village institutes]. Turkish History Education Journal, 9(1), 1–16. https://doi.org/10.17497/tuhed.626781.
27. González Motos, S. (2016). What impact do after-school activities have on children’s and youngsters’ learning? (What Works in Education? Series No. 4). Ivàlua - Fundació Jaume Bofill. https://www.fbofill.cat/sites/default/files/afterschool_Whatworks_04__191016.pdf
28. Gül, K., & Saz, İ. (2023). Öğretmenlerin okul dışı öğrenmeye ilişkin yeterlikleri [Teachers' competencies regarding out-of-school learning]. Premium e-Journal of Social Science (PEJOSS), 7(33), 695–704. https://doi.org/10.5281/zenodo.8255936.
29. Güneştan, S. (2023). Okul dışı öğrenmede alternatif bir ortam: Fotoğraf kursları [An alternative environment in out-of-school learning: Photography courses]. İdil, 12(103), 336–348. https://www.idildergisi.com/makale/pdf/1663410952.pdf
30. Güngör, C., & Göloğlu Demir, C. (2022). Okul öncesi öğretmenlerinin okul dışı öğrenme faaliyetlerine yönelik görüşlerinin incelenmesi [Examination of preschool teachers' views on out-of-school learning activities]. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 24(1), 15–30. https://doi.org/10.32709/akusosbil.852503.
31. Gustafsson, J. T. (2017). Single case studies vs. multiple case studies: A comparative study [Unpublished manuscript]. http://www.diva-portal.org/smash/get/diva2:1064378/FULLTEXT01.pdf.
32. Heras, R., Medir, R. M., & Salazar, O. (2019). Children's perceptions on the benefits of school nature field trips. Education 3-13, 48(4), 379–391. https://doi.org/10.1080/03004279.2019.1610024
33. James, V. S. (1987). Museum building by students in gifted education. Roeper Review, 9(3), 152–155. https://doi.org/10.1080/02783198709553034.
34. Jones, J. (2023). The influence of extracurricular activities on engagement and environment elements of school culture at two Title I middle schools in Alabama [Unpublished doctoral dissertation]. Lincoln Memorial University.
35. Karbeyaz, A., & Karamustafaoğlu, O. (2021). Okul dışı öğrenme ortamlarının öğretime katkısı hakkında sınıf öğretmenlerinin görüşleri üzerine bir inceleme [An investigation on classroom teachers' opinions on the contribution of out-of-school learning environments to teaching]. İstanbul Journal of Social Sciences (29), 1–20.
36. Karbeyaz, A., Karslı, G., & Kurt, M. (2024). Okul öncesi öğretmenlerinin okul dışı öğrenme ortamlarında karşılaştığı sorunlar ve çözüm yolları [Problems and solutions encountered by preschool teachers in out-of-school learning environments]. Social Sciences Studies Journal, 9(117), 73462. https://doi.org/10.29228/sssj.73462.
37. Kırıktaş, H., & Eslek, S. (2017). The experience of assessing out-of-school learning environments. Universal Journal of Educational Research, 5(8), 1410–1424. https://doi.org/10.13189/ujer.2017.050815
38. Knapp, C. E. (1996). Just beyond the classroom: Community adventures for interdisciplinary learning. ERIC Clearinghouse on Rural Education and Small Schools.
39. Kubat, U. (2018). Okul dışı öğrenme ortamları hakkında fen bilgisi öğretmen adaylarının görüşleri [Pre-service science teachers' opinions about out-of-school learning environments]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 111–135. https://hdl.handle.net/20.500.12809/6637
40. Küçük, A., & Yıldırım, N. (2020). The effect of out-of-school learning activities on 5th grade students' science, technology, society and environment views. Turkish Journal of Teacher Education, 9(1), 37–63. https://doi.org/10.14686/buefad.429575.
41. Kümbetoğlu, B. (2015). Sosyal bilimlerde araştırma yöntemleri ve teknikleri [Research methods and techniques in social sciences]. Bağlam Yayıncılık.
42. Kutlu Abu, N. (2019). Üstün yetenekli çocuklara yönelik okul dışı öğretim uygulamaları hakkında öğretmen algıları [Teachers' perceptions of out-of-school teaching practices for gifted children]. İnformal Ortamlarda Araştırmalar Dergisi, 4(2), 144–165. https://dergipark.org.tr/tr/pub/jrinen/issue/51520/617358.
43. Lai, K. C. (1999). Freedom to learn: A study of the experiences of secondary school teachers and students in a geography field trip. International Research in Geographical and Environmental Education, 8(3), 239–255. https://doi.org/10.1080/10382049908667614.
44. Lin, P. Y., & Schunn, C. D. (2016). The dimensions and impact of informal science learning experiences on middle schoolers' attitudes and abilities in science. International Journal of Science Education, 38(17), 2551–2572. https://doi.org/10.1080/09500693.2016.1251631.
45. Longnecker, N., Barriault, C., Lykke, M., & Solis, D. H. (2022). Editorial: Learning science in out-of-school settings. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.983325.
46. Maxwell, J. A. (2018). Qualitative research design: An interactive approach (A. Demir, Trans.). Nobel Publishing. (Original work published 2013).
47. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
48. Ministry of National Education [MEB]. (2013). Enriched activity examples for gifted (special) students (primary schools). Republic of Turkey Ministry of National Education, General Directorate of Special Education and Guidance Services.
49. Moss, A., Esson, M., & Bazley, S. (2010). Applied research and zoo education: The evolution and evaluation of a public talks program using unobtrusive video recording of visitor behavior. Visitor Studies, 13(1), 23–40. https://doi.org/10.1080/10645571003618733.
50. Munday, P. (2008). Teacher perceptions of the role and value of excursions in years 7–10 geography education in Victoria, Australia. International Research in Geographical and Environmental Education, 17(2), 146–169. https://doi.org/10.1080/10382040802148638.
51. Nundy, S. (1999). The fieldwork effect: The role and impact of fieldwork in the upper primary school. International Research in Geographical and Environmental Education, 8(2), 190–198. https://doi.org/10.1080/10382049908667608.
52. Oberle, E., Zeni, M., Munday, F., & Brussoni, M. (2021). Support factors and barriers for outdoor learning in elementary schools: A systemic perspective. American Journal of Health Education, 52(5), 251–265. https://doi.org/10.1080/19325037.2021.1955232.
53. Ofsted. (2008). Learning outside the classroom: How far should you go? https://dera.ioe.ac.uk/9253/1/Learning%20outside%20the%20classroom.pdf.
54. Ramey‐Gassert, L., Walberg, H. J., III, & Walberg, H. J. (1994). Reexamining connections: Museums as science learning environments. Science Education, 78(4), 345–363. https://doi.org/10.1002/sce.3730780403.
55. Riley, T. (2007). Beyond the school gate: Provisions for gifted and talented students. Set: Research Information for Teachers, (2), 7–12. https://doi.org/10.18296/set.0530.
56. Schürmann, L., & Quaiser-Pohl, C. (2022). Out-of-school learning levels prior achievement and gender differences in secondary school students’ motivation. International Journal of Educational Research Open, 3, 100158. https://doi.org/10.1016/j.ijedro.2022.100158.
57. Şeker, P. T., & Savaş, Ö. (2023). Okul dışı öğrenme ortamlarına ilişkin öğretmen görüşlerinin incelenmesi [Examination of teachers' views on out-of-school learning environments]. Anadolu University Journal of Education Faculty (AUJEF), 7(1), 64–83. https://doi.org/10.34056/aujef.1118257.
58. Selanik-Ay, T., & Erbasan, Ö. (2016). Views of classroom teachers about the use of out of school learning environments. Journal of Education and Future, (10), 35–50. https://dergipark.org.tr/en/pub/jef/issue/24512/259769.
59. Smith, G. (1999). Changing fieldwork objectives and constraints in secondary schools in England. International Research in Geographical and Environmental Education, 8(2), 181–189. https://doi.org/10.1080/10382049908667607.
60. Taş, E., & Gülen, S. (2019). Analysis of the influence of outdoor education activities on seventh grade students. Participatory Educational Research, 6(2), 122–143. https://doi.org/10.17275/per.19.17.6.2.
61. Tolppanen, S., & Aksela, M. (2013). Important social and academic interactions in supporting gifted youth in non-formal education. LUMAT: International Journal on Math, Science and Technology Education, 1(3), 279–298. https://doi.org/10.31129/lumat.v1i3.1106.
62. Topçu, E. (2017). Sosyal bilgiler öğretiminde okul dışı öğrenme ortamları: Öğretmen adayları ile fenomenolojik bir çalışma. International Education Studies, 10(7), 1–27. https://doi.org/10.5539/ies.v10n7p1.
63. Toraman-Türk, S. (2023). Nitel araştırmalar ve eylem araştırmaları: Hangi desen ne zaman, neden ve nasıl kullanılır? In S. Toraman Türk (Ed.), Sosyal bilimlerde nitel araştırmalar ve eylem araştırmaları: Yaklaşımlar, yeni arayışlar ve uygulamalar (pp. 1–20). Pegem.
64. Weber, K. E. (2022). The role of museums in education pedagogy and community engagement [Unpublished master’s thesis]. DePaul University.
65. Wilson, N. (2009). Impact of extracurricular activities on students [Unpublished master’s thesis]. University of Wisconsin.
66. Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin Yayıncılık.
67. Yıldırım, H. İ. (2020). The effect of using out-of-school learning environments in science teaching on motivation for learning science. Participatory Educational Research, 7(1), 143–161. https://doi.org/10.17275/per.20.9.7.1.
68. Yılmaz, S. B., & Fırat Durdukoca, Ş. (2023). Investigation of secondary school teachers' opinions on out-of-school learning practices for gifted students. E-International Journal of Educational Research, 14(4), 365–385. https://doi.org/10.19160/e-ijer.1312451
69. Yin, R. K. (1984). Case study research: Design and methods. Sage Publications.
70. Yin, R. K. (2013). Validity and generalization in future case study evaluations. Evaluation, 19(3), 321–332. https://doi.org/10.1177/1356389013497081.