TEACHERS’ PERSONAL AND PROFESSIONAL USE OF INFORMAL LEARNING INSTITUTIONS: FOCUS ON A BOTANIC GARDEN

Yıl 2015, Sayı: 4, 143 - 155, 01.06.2015

Dilan Bayındır Fatma Nevra Seggıe

Öz

The main purpose of this study is to explore the reasons why teachers do personal visits and take their students to informal science learning institutions, with a focus on botanic gardens. A questionnaire developed by the researchers was used to collect data from 149 Turkish elementary school teachers. The findings indicate that all of the following nine factors (Kisiel, 2005; 2006; Falk and Dierking; 2000; Falk, Moussouri & Coulson, 1998; Michie, 1998) to connect with the classroom curriculum, to provide students with a general learning experience and a new experience, to encourage students in lifelong learning, to enhance students’ interest and motivation, to provide a change in setting or routine, to provide enjoyment, to meet school expectations, to contribute to the socialization of students, and to enjoy the physical setting; were influential. Also, a significant relationship was found between teachers’ personal interest and the field trip experiences of their students.

Anahtar Kelimeler

botanic garden, informal learning, museum, science education

Kaynakça

• Adelman, L. M., Falk, J. H., & James, S. (2000). Assessing the National Aquarium in Baltimore’s impact on visitor’s conservation knowledge, attitudes and behaviors. Curator, 43(1), 33–62.
• Anderson, D. & Zhang, Z. (2003). Teacher perceptions of field-trip planning and implementation. Visitor Studies Today, 6(3), 6-11.
• Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator, 49(3), 365-86.
• Crowley, K., & Callanan, M. (1998). Describing and supporting collaborative scientiŞc thinking in parent–child interactions. Journal of Museum Education, 23(1), 12–23.
• DeMarco, L. W., Relf, D. & McDaniel A. (1999). Integrating gardening into the elementary school curriculum. HortTechnology, 9 (2), 276-281.
• DeWitt, J., & Storksdieck, M. (2008). A short review of school Şeld trips: Key Şndings from the past and implications for the future. Visitor Studies, 11, 181–197.
• Dierking, L. D., Falk, J. H., Rennie, L. J., Anderson, D. & Ellenbogen, K. (2003). Policy statement of the informal science education Ad Hoc Committee. Journal of Research in Science Teaching, 40 (2), 108-111.
• Eshach, H. (2007). Bridging in school and out of school learning: Formal, nonformal and informal Education. Journal of Science Education & Technology, 16(2), 171-190.
• Falk, J. H. & Adelman, L. (2003). Investigating the impact of prior knowledge, experience and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163-176.
• Falk, J. H., & Balling, J. D. (1982).The Şeld trip milieu: Learning and behavior as a function of contextual events. Journal of Educational Research, 76(1), 22–28.
• Falk, J. H. & Dierking, L.D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Altamira.
• Falk, J. H., Moussouri, T. & Coulson, D. (1998). The effect of visitors' agendas on museum learning. Curator, 41 (2), 106-120.
• Falk, J. & Storsdieck, M. (2005). Using the Contextual Model of Learning to understand visitor learning from a Science Center Exhibition, Science Education, 89, 744-778.
• Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Compentencies for analysis and applications (2nd ed.), Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
• Galbraith, J. (2003). Connecting with plants: Lessons for life. Curriculum Journal, 62, 82-83.
• Hong, O. & Song, J. (2013) A new method of understanding learning in science centers: context diagrams of learning experiences. Visitor Studies, 16:2, 181-200.
• Heywood, V. H. (1991). The background for education in botanic gardens. In J. Willison & P. Wyse Jackson. (Eds.) The First International Congress on Education in Botanic Gardens: A natural environment for learning (pp. 16-25). UK: Botanic Gardens Conservation International.
• Jarvis, P. (2002). International dictionary of adult and continuing education. London: Kogan Page.
• Kisiel, J. (2005). Understanding elementary school teacher motivations for science field trips. Science Education, 89(6), 936-955.
• Kisiel, J. (2006). Making field trips work. The Science Teacher, 73(1), 46-48.
• Kisiel, J., & Anderson, D. (2010). The challenges of understanding science learning in informal environments. Curator: The Museum Journal, 53, 181–189.
• Kneebone, S. (2006). A global snapshot of botanic garden education provision 2006. Retrieved from http://www.bgci.org/education/global_snapshot_edu _provis/
• Kubota, C. A. & Olstad, R. G. (1991).Effects of novelty-reducing preparation on exploratory behavior and cognitive learning in a science museum setting. Journal of Research in Science Teaching, 28(3), 225–234.
• Liddicoat, K. R. & Krasny, M. E. (2014). Memories as useful outcomes of residential outdoor environmental education, The Journal of Environmental Education, 45(3), 178-193.
• McLeod, J & Kilpatrick, K. (2001). Exploring science at the museum. Educational Leadership, 58(7), 59-63.
• Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teachers Journal, 44(4), 43-50.
• Morgan, S. C., Hamilton, S. L., Bentley, M. L., & Myrie, S. (2009). Environmental education in botanic gardens: Exploring Brooklyn Botanic Garden's Project Green Reach, The Journal of Environmental Education, 40(4), 35-52.
• Nadelson, L. S., & Jordan, J. R. (2012). Student attitudes toward and recall of outside day: An environmental science field trip. The Journal of Educational Research, 105, 220-231.
• Osborne, J. & Dillon, J. (2007). Research on learning in informal contexts: Advancing the field? International Journal of Science Education, 29(12), 1441-1445.
• Phipps, M. (2010). Research trends and Şndings from a decade (1997–2007) of research on informal science education and free-choice science learning. Visitor Studies, 13(1), 3–22.
• Rogers, A. (2002). Teaching adults (3rd ed.). New York: Open University Press.
• Rogers, A. (2004). Looking again at non-formal and informal education - towards a new paradigm. The Encyclopaedia of Informal Education, Retrieved from www.infed/biblio/ non_formal_ paradigm.htm.
• Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. NALL working paper 19. Retrieved from http://www.oise.utoronto.ca/depts/sese/csew /nall/res/19formsofinformal.htm.
• Steward, K. (2004). What learning? What theory? In C. Hobson (Ed.), The Fifth International Congress on Education in Botanic Gardens. Connecting with Plants: Lessons for Life (pp. 118-124). UK: Botanic Gardens Conservation International.
• Uno, G. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(10), 1753-1759.
• Wellington, J. (1990). Formal and informal learning in science: The Role of the interactive science centers. Physics Education, 25(5), 247-252.
• Willison, J., & Green, J. (1994). Environmental education in botanic gardens: Guidelines for developing individual strategies. Richmond, UK: Botanic Gardens Conservation International.
• Wyles, J. K., Pahl, S., White, M., Morris, S., Cracknell, D., & Thompson, R. C. (2013). Towards a marine mindset: Visiting an aquarium can improve attitudes and intentions regarding marine sustainability, Visitor Studies, 16(1), 95-110.