Reflections from an Out-Of-School Learning Course: The Development of Pre-Service Science Teachers

Year 2022, Volume: 9 Issue: 4, 422 - 444, 01.07.2022

Ümmü Gülsüm Durukan , Ayşegül Aslan , Aykut Emre Bozdoğan

https://doi.org/10.17275/per.22.98.9.4

Cited By: 4

Abstract

The aim of the study is to examine the development of pre-service science teachers within the course about the out-of-school learning. In this study, the effects of the implementations in the course on the perceptions of the pre-service science teachers about the relevant subject and their self-efficacy in organizing teaching activities in these environments were evaluated. The study was carried out employing an action research design. The study group consisted of 36 pre-service science teachers in The Department of Science Education at the Faculty of Education at a state university in Turkey during the 2019-2020 academic year. Data collection tools were "The Form of Pre-service Science Teachers’ Opinion on OSL”, “Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out of School Settings" developed by Bozdoğan (2016), “Informal Learning Environments Scale" developed by Adiyaman (2019), and “Experience Determination Form” adapted by Aslan (2015). The data collection tools were used as a pre-test on the first week of the course and as a post-test on the fifteenth week of the same course. The qualitative data elicited from the open-ended questions and the "Experience Determination Form" were subjected to the content analysis method. The quantitative data obtained from the “Self-Efficacy Belief Scale for Organizing Educational Trips to Out-of-School Environments” and “Informal Learning Environments Scale” were analysed using the SPSS 25.0 package program. The dependent t-test was used to compare the scores of the pre-tests and post-tests. The results showed that the applications made within the course significantly affect the opinions of pre-service science teachers about out-of-school learning and their self-efficacy in organizing educational activities in out-of-school learning environments

Keywords

Pre-service science teacher, out-of-school learning, self-efficacy, experience.

Supporting Institution

Giresun Üniversitesi, Bilimsel Araştırma Projeleri Başkanlığı

Project Number

EĞT-BAP-A-270220-51

Thanks

This research was conducted as part of the EĞT-BAP-A-270220-51 project, which was funded by the Giresun University Scientific Research Projects Unit. The study was approved by the Giresun University Scientific Research and Publication Ethics Committee in a decision dated 02.06.2020 and numbered 44079388-050.01.04-E.23458. Furthermore, some of the findings of this study were presented as an oral presentation at the 14th National Science and Mathematics Education Congress, which will be held at Burdur Mehmet Akif Ersoy University on May 19-21, 2021.

References

• Adıyaman, A. (2019). Öğretmen adaylarının algın öğrenme ortamlarına ilişkin görüşlerinin belirlenmesi [Determination of pre-service teachers' views on the informal learning environments] (Unpublished master’s thesis). Bartın University, Bartın.
• Anderson, D., Piscitelli, B., Weier, K., Everett, M., & Tayler, C. (2002). Children's museum experiences: Identifying powerful mediators of learning. Curator: The Museum Journal, 45(3), 213-231. https://doi.org/10.1111/j.2151-6952.2002.tb00057.x
• Aslan, A. (2015). Etkileşimli sınıf dışı kimya ortamı tasarımı ve etkililiğinin belirlenmesi [Design of intoeractive out-of-class chemistry environment and evaluation of its effectiveness] (Unpublished dissertation). Karadeniz Technical University, Trabzon.
• Aslan, A., & Demircioğlu, G. (2019). Kimya öğretmenlerinin sınıf dışı öğrenme ortamlarına yönelik görüşlerinin belirlenmesi [Determination of chemistry teachers' perceptions of out-of-school learning environments]. In 1st International Informal Learning Congress (pp. 28-37), 1-3 November 2019, Nevşehir.
• Bakioğlu, B., & Karamustafaoğlu, O. (2020). Okul dışı öğrenme ortamlarının öğretim sürecinde kullanımına yönelik öğrenci görüşleri [Pupil views on the use of out-of-school learning environments in teaching process]. Journal of Research in Informal Environments, 5(1), 80-94.
• Balcı, A., Uyar, Y. & Büyükikiz, K. K. (2012). İlköğretim 6. sınıf öğrencilerinin okuma alışkanlıkları, kütüphane kullanma sıklıkları ve okumaya yönelik tutumlarının incelenmesi [The examination of reading habits, frequency to use library and attitudes towards reading of 6th grade primary school students]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(4), 965-985.
• Balkan Kıyıcı, F. & Atabek Yiğit, E. (2010). Science education beyond the classroom: A field trip to wind power plant. International Online Journal of Science Education, 28(12), 1373-1388.
• Başakçı, G. (2018). Gezici planetaryumların ortaokul 7. sınıf öğrencilerinin bazı astronomi konularını öğrenimine ve astronomiye yönelik tutumlarına etkisinin incelenmesi [The effect of mobile planetarium on 7th grade middle school students' learning of some astronomy concepts and their attitudes towards astronomy] (Unpublished master’s thesis). Çukurova University, Adana.
• Batman, D. (2020). Fizik öğretmenlerinin okul dışı öğrenme ortamlarına yönelik görüşlerinin incelenmesi [Investigation of physics teachers’ views about the out-of-school learning environments]. Journal of Research in Informal Environments, 5(1), 59-79.
• Batman, D., Aslan, A., & Durukan, Ü. G. (2021). Okul dışı öğrenme ortamları kılavuzlarının fizik, kimya ve biyoloji ders içeriklerinin kazanım ve mekân değişkenlerine göre incelenmesi [The investigation of physics, chemistry and biology course contents in out-of-school learning environments guidebooks based on learning outcomes and learning environments]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Advance online publication. https://doi.org/10.16986/HUJE.2020065266
• Behrendt, M. (2014). It is an experience, not a lesson: The nature of high school students' experiences at a biological field station (Unpublished dissertation). Ohio University, USA.
• Bell, R., Blair, M., Crawford, B., & Lederman, N. (2003). Just do it? Impact of a science apprenticeship program on high school 'students' understanding of nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509. https://doi.org/10.1002/tea.10086
• Berberoğlu, O. E. & Uygun S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi [Examining of outdoor education development in the world and in Turkey]. Mersin University Journal of The Faculty of Education, 9(2), 32-42.
• Bolat, Y., & Köroğlu, M. (2020). Out-of-school learning and scale of regulating out-of-school learning: Validity and reliability study. International Journal of Education Technology and Scientific Researches, 5(13), 1630-1663. http://dx.doi.org/10.35826/ijetsar.258
• Bostan Sarıoğlan, A. & Küçüközer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması [Investigation of preservice science teachers' opinions regarded to outdoor school learning environments]. Journal of Research in Informal Environments, 2(1), 1-15.
• Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of 'children's perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10(2), 83-100. https://doi.org/10.1007/s10984-007-9025-0
• Bozdoğan, A. E. & Yalçın, N. (2006). Bilim merkezlerinin ilköğretim öğrencilerinin fene karşı ilgi düzeylerinin değişmesine ve akademik başarısına etkisi: Enerji parkı [The effects of science centers on the change of “Science Interest” levels of primary education students and on their academic success: Energy park]. Ege Journal of Education, 7(2), 95-114.
• Bozdoğan, A. E. (2007). Bilim ve teknoloji müzelerinin fen öğretimindeki yeri ve önemi [Role and importance of science and technology in education] (Unpublished dissertation). Gazi University, Ankara.
• Bozdoğan, A. E. (2008). Fen bilgisi öğretmen adaylarının bilim merkezlerini fen öğretimi açısından değerlendirilmesi: Feza Gürsey Bilim Merkezi Örneği [The assessment of the science centers of the pre-service science teachers in terms of science education: The case of Feza Gürsey Science Center]. Journal of Uludag University Faculty of Education, 21(1), 19-41.
• Bozdogan, A. E. (2015). Determination of biology department students' past field trip experiences and examination of their self-efficacy beliefs in planning and organising educational field trips. Wulfenia Journal, 22(7), 31-44.
• Bozdoğan, A. E. & Kavcı, A. (2016). Sınıf dışı öğretim etkinliklerinin ortaokul öğrencilerinin fen bilimleri dersindeki akademik başarılarına etkisi [The effects of out of class teaching activities to secondary school students’ academic achievement in science course]. Gazi Journal of Educational Science, 2(1), 13-30.
• Bozdoğan, A.E. (2016). Okul dışı çevrelere eğitim amaçlı gezi düzenleyebilme öz- yeterlik inancı ölçeğinin geliştirilmesi [Development of self-efficacy belief scale for planning and organizing educational trips to out of school settings]. Journal of Theoretical Educational Science, 9(1), 111-129.
• Büyükkaynak, E., Ok, Z., & Aslan, O. (2016). Fen bilimleri öğretmenlerinin fen eğitiminde okul dışı öğrenme ortamlarına yönelik görüşleri [Science teachers’ views on out-of-school learning environments in science education]. Kafkas University Journal of the Institute of Social Sciences, 1, 43-60. https://doi.org/10.9775/kausbed.2016.032
• Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on pre-service teachers' self-efficacy. Journal of Elementary Science Education, 21(2), 35-48. https://doi.org/10.1007/BF03173683
• Carrier, S. J., Tugurian, L. P., & Thomson, M. M. (2013). Elementary science indoors and out: Teachers, time, and testing. Research in Science Education, 43(5), 2059-2083. https://doi.org/10.1007/s11165-012-9347-5
• Cebeci, D. (2019). Fen bilimleri öğretmenlerinin eğitimde müze kullanımıyla ilgili görüşlerinin incelenmesi [Investigation of science teachers's views related to the use of museums in science education] (Unpublished master’s thesis). Ege University, İzmir.
• Clarke-Vivier, S., & Lee, J. C. (2018). Because life doesn't just happen in a classroom: Elementary and middle school teacher perspectives on the benefits of, and obstacles to, out-of-school learning. Issues in Teacher Education, 27(3), 55-72.
• Creswell, J. W. & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. London: Sage.
• Çavuş, R., Umdu-Topsakal, Ü. & Öztuna-Kaplan, A. (2013). İnformal öğrenme ortamlarının çevre bilinci kazandırmasına ilişkin öğretmen görüşleri: Kocaeli bilgievleri örneği [Teachers views’ on awareness of environmental acquiring in ınformal learning environments: The sample of Kocaeli Science Houses]. Pegem Journal of Education and Instruction, 3(1), 15-26.
• Çiçek, Ö., & Saraç, E. (2017). Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri [Science teachers' opinions about experience in out of school learning environments]. Ahi Evran University Journal of Kırşehir Education Faculty, 18(3), 504-522.
• DeWitt, J. & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. https://doi.org/10.1080/10645570802355562
• Dillon J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-111.
• Durel, E. (2018). Okul dışı fen etkinliklerinin fen bilimleri öğretmen ve öğretmen adayları ile öğrenciler üzerine etkileri [Out of School Science Activities Effects on Science Teacher- Teacher Candidates and Students] (Unpublished master’s thesis). Trakya University, Edirne.
• Efe, H. (2019). Bilim merkezlerinin ortaokul öğrencilerinin bilimin doğasına yönelik algılarına etkisi [The effect of science centers on perceptions of secondary school students towards the nature of science] (Unpublished master’s thesis). Yıldız Technical University, İstanbul.
• Ertaş, H., Şen, A. İ. & Parmaksızoğlu, A. (2011). Okul dışı bilimsel etkinliklerin 9. sınıf öğrencilerinin enerji konusunu günlük hayatla ilişkilendirme düzeyine etkisi [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.
• Falk, J. H., & Dierking, L. D. (1997). School field trips: Assessing their long-term impact. Curator: The Museum Journal, 40(3), 211-218. https://doi.org/10.1111/j.215-6952.1997.tb01304.x
• Fűz, N. (2018). Out-of-school learning in Hungarian primary education: Practice and barriers. Journal of Experiential Education, 41(3), 277-294. https://doi.org/10.1177/1053825918758342
• Gerber, B.L., Marek, E.A., & Cavallo, A.M.L. (2001). Development of an informal learning opportunities assay. International Journal of Science Education, 23(6), 569-583. https://doi.org/10.1080/09500690116959
• Güler, A. (2011). Planlı bir müze gezisinin ilköğretim öğrencilerinin tutumuna etkisi [Impact of a planned museum tour on the primary school 'students' attitudes]. Elementary Education Online, 10(1), 169-179.
• Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkileri [Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkileri]. Education and Science, 34(151), 30-43.
• Hannu, S. (1993). Science centre education. Motivation and learning in informal education. (Unpublished doctoral dissertation). Helsinki University, Finland.
• Izgi-Onbasili, U. (2020). Investigation of the effects of out-of-school learning environments on the attitudes and opinions of prospective classroom teachers about renewable energy sources. Journal of Education in Science, Environment and Health, 6(1), 35-52. https://doi.org/10.21891/jeseh.670049
• Karademir, E. (2013). Öğretmen ve öğretmen adaylarının fen ve teknoloji dersi kapsamında “okul dışı öğrenme etkinliklerini” gerçekleştirme amaçlarının planlanmış davranış teorisi yoluyla belirlenmesi [Determination of objectives realization at outdoor science education activities of teachers and pre-service teachers by the theory of planned behavior within the scope of science and technology lesson] (Unpublished doctoral dissertation). Hacettepe University, Ankara.
• Kirkby, M. A. (1989). Nature as refuge in children's environments. Children's Environment Quarterly, 6(1), 7–12.
• Kisiel, J. (2005). Understanding elementary teacher motivations for science field trips. Science Education, 89(6), 936-955. https://doi.org/10.1002/sce.20085
• Köseoğlu, P. & Türkmen, H. (2020). Fen bilimleri öğretmenlerinin informal ortamlarda fen öğretimine bakış açıları [Perspectives of science teachers about science teaching in informal setting]. Journal of Research in Informal Environments, 5(1), 44-58
• Kubat, U. (2019). Okul dışı öğrenme ortamları hakkında fen bilgisi öğretmen adaylarının görüşleri [Opinions of pre-service science teachers about outdoor education]. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 111-135. https://doi.org/10.21764/maeuefd.429575
• Lacin Şimşek, C. (2011). Okul dışı öğrenme ortamları ve fen eğitimi [Out-of-school learning environments and science education]. C.Laçin Şimşek (Ed.). In Fen öğretiminde okul dışı öğrenme ortamları [Out-of-school learning environments in science education] (pp.1-23) .Ankara: Pegem Akademi.
• Lakin, L. (2006). Science beyond the classroom. Science beyond the classroom. Journal of Biological Education, 40(2), 88-90. https://doi.org/10.1080/00219266.2006.9656021
• Lindemann-Matthies, P., & Knecht, S. (2011). Swiss elementary school 'teachers' attitudes toward forest education. Journal of Environmental Education, 42(3), 152-167. https://doi.org/10.1080/00958964.2010.523737
• McMillan, J. H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). London: Pearson
• Mertoğlu, H. (2019). Fen bilgisi öğretmen adaylarının farklı öğrenme ortamlarında gerçekleştirdikleri okul dışı etkinliklere ilişkin görüşleri [Opinions of scıence pre-service teachers on out-of-school activities conducted in different learning environments]. Journal of Research in Informal Environments, 4(1), 37-60.
• Metin Goksu, M., & Somen, T. (2018). Opinions of social studies prospective teachers on out-of-school learning. European Journal of Educational Research, 7(4), 745-752. https://doi.org/10.12973/eu-jer.7.4.745
• Metin, M. (2020). Fen bilimleri dersi kapsamında planetaryuma düzenlenen bir gezinin 7. sınıf öğrencilerinin akademik başarı, ilgi ve motivasyonlarına etkisi [The effect of a trip organized in planetarium on science course on academic success, interest and motivation of 7th year students] (Unpublished master’s thesis). Gaziosmanpaşa University, Tokat.
• Miglietta, A. M., Belmonte, G., & Boero, F. (2008). A summative evaluation of science learning: A case study of the Marine Biology Museum "Pietro Parenzan" (South East Italy). Visitor Studies, 11(2), 213‐ 219. https://doi.org/10.1080/10645570802355984
• Miller, T. J. (2008). The Alaska factor: Outdoor education program design in Alaska. (Unpublished master’s thesis). University of Alaska, USA.
• Ocak, İ., & Korkmaz, Ç. (2018). Fen bilimleri ve okul öncesi öğretmenlerinin okul dışı öğrenme ortamları hakkındaki görüşlerinin incelenmesi [An examination of the views of science and pre-school teachers on nonformal learning environments]. International Journal of Field Education, 4(1), 18-38.
• Okur-Berberoğlu, E., Güder, Y., Sezer, B. & Yalçın-Özdilek, Ş. (2013). Sınıf dışı hidrobiyoloji etkinliğinin öğrencilerin duyuşsal bakış açıları üzerine etkisi, Örnek olay incelemesi: Çanakkale bilim kampı [An outdoor hydrobiology activity’s effect on students’ affective perspective, case study: Çanakkale, science camp]. Kastamonu Education Journal, 21(3), 1177-1198.
• Randler, C., Baumgartner, S., Eisele, H., & Kienzle, W. (2007). Learning at workstations in the zoo: A controlled evaluation of cognitive and affective outcomes. Visitor Studies, 10(2), 205-216. https://doi.org/10.1080/10645570701585343
• Rennie, L. J. (2014). Learning science outside of school. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 120–144). New York, NY: Routledge.
• Richmond, D., Sibthorp, J., Gookin, J., Annarella, S., & Ferri, S. (2018). Complementing classroom learning through outdoor adventure education: Out-of-school-time experiences that make a difference. Journal of Adventure Education and Outdoor Learning, 18(1), 36-52. https://doi.org/10.1080/14729679.2017.1324313
• Sontay, G., Tutar, M. & Karamustafaoğlu, O. (2016). “Okul dışı öğrenme ortamları ile fen öğretimi" hakkında öğrenci görüşleri: Planetaryum gezisi [Student views about “science teaching with outdoor learning environments”: Planetarıum tour]. Journal of Research in Informal Environments, 1(1), 1-24.
• Sturm, H. & Bogner, F. X. (2010). Learning at workstations in two different environments: A museum and a classroom. Studies in Educational Evaluation, 36(1-2), 14-19. https://doi.org/10.1016/j.stueduc.2010.09.002
• Şentürk, E., & Özdemir, Ö. F. (2014). The effect of science centres on students' attitudes towards science. International Journal of Science Education, 4(1), 1-24. https://doi.org/10.1080/21548455.2012.726754
• Tatar, N., & Bağrıyanık, K. E. (2012). Fen ve teknoloji dersi öğretmenlerinin okul dışı eğitime yönelik görüşleri [Opinions of science and technology teachers about outdoor education]. Elementary Education Online, 11(4), 883-896.
• Thomas, G. (2010) Facilitator, teacher, or leader? Managing conflicting roles in outdoor education. Journal of Experiential Education, 32(3), 239--254. https://doi.org/10.1177/105382590903200305
• Tortop, H. S., & Özek, N. (2013). Proje tabanlı öğrenmede anlamlı alan gezisi; Güneş enerjisi ve kullanım alanları konusu [The meaningful field trip in project based learning; The solar energy and its usage areas topic]. H. U. Journal of Education, 44, 300-307.
• Türkmen, H. (2010). İnformal (sınıf-dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu [Historical overview of informal science education and its integration to our education system]. Cukurova University Faculty of Education Journal, 3(39), 46-49.
• Türkmen, H. (2018). İnformal öğrenme ortamının fosiller konusunun öğrenilmesine etkisi: Tabiat Tarihi Müzesi örneği [The effect of informal learning environment on the learning of fossils: Case of the Natural History Museum]. Afyon Kocatepe University Journal of Social Science, 20(3), 165-175. https://doi.org/10.32709/akusosbil.417266
• Ural Keleş, P. (2018). 2017 Fen bilimleri dersi öğretim programı hakkında beşinci sınıf fen bilimleri öğretmenlerinin görüşleri [Opinions of fifth grade science teachers about the 2017 science curriculum]. Journal of Qualitative Research in Education, 6(3), 121-142. https://doi.org/10.14689/issn.2148-2624.1.6c3s6m
• Wishart, J. & Triggs, P. (2010). MuseumScouts: Exploring how schools, museums and interactive technologies can work together to support learning. Computers & Education, 54(3), 669-678. https://doi.org/10.1016/j.compedu.2009.08.034
• Wulf, R., Mayhew, L., & Finkelstein, D. (2010, July). Impact of informal science education on 'children's attitudes about science. In C. Singh, M. Sabella, & S. Rebello (Eds.), Physics Education Research Conference Proceedings, (Vol. 1289, pp. 337-340), Portland, Oregon, AIP Conference Proceedings. https://doi.org/10.1063/1.3515238
• Yardımcı, E. (2009). Yaz bilim kampında yapılan etkinlik temelli doğa eğitiminin ilköğretim 4 ve 5. sınıftaki çocukların doğa algılarına etkisi [The effect of activity based nature education at a summer science camp on 4th and 5th graders conceptions of the nature] (Unpublished master’s thesis). Abant İzzet Baysal University, Bolu.
• Yavuz, M. (2012). Fen eğitiminde hayvanat bahçelerinin kullanımının akademik başarı ve kaygıya etkisi ve öğretmen-öğrenci görüşleri [The effect of using zoos in science education on students academic achievement and anxiety towards science and teachers-studentsconceptions] (Unpublished master’s thesis). Sakarya Üniversitesi, Sakarya.
• 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
• Yılmaz, E. (2018). Öğrencilerin uzaya ilişkin ilgi ve kavramlarını geliştirmeye yönelik okul dışı ortamlarla desteklenen bir eylem araştırması [An action research that is supported by informal learning to increase students' interest and conceptions about the space] (Unpublished master’s thesis). Sakarya University, Sakarya.