Araştırma Makalesi
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A study on improving the awareness of science teachers about out-of-school learning

Yıl 2022, Cilt: 9 Sayı: 4, 250 - 269, 01.07.2022
https://doi.org/10.17275/per.22.89.9.4

Öz

This research was conducted to determine the effect of activities carried out at a project on teachers' awareness about out- of- school learning. In line with this purpose, a science center was designated as an out-of-school learning setting and 24 science teachers were trained accordingly. Practical studies have been carried out on developing activities for out-of-school learning settings. In this study, instrumental case study design was used. Two separate forms consisting of open-ended questions were used before and after the project. At the beginning of the study, the teachers stated that they were confident in organizing trips to out-of-school environments. However, when they were asked what they did during the trips they organized, it was seen that their practices were limited to the procedures and the control of the students, but their awareness of associating the trips with the lesson was quite low. At the end of the study, it was found participant teachers’ awareness and knowledge of organizing qualified field trips improved due to the practical activities. They reported that they realized what needs to be done for a quality visit and also learned the characteristics of the observation form, worksheets and educational games that should be prepared for these visits.

Destekleyen Kurum

TÜBİTAK

Proje Numarası

118B118 (Bilim Toplum 4005 projesi)

Teşekkür

This research was carried out within the scope of the project named "Science Teachers at Science Center" with project number 118B118 supported by TÜBİTAK 4005 Innovative Education Practices. We would like to thank TÜBİTAK for their support. This project was carried out in Kocaeli Science Center. We would like to thank Kocaeli Metropolitan Municipality and Kocaeli Science Center staff for their support and interest. We thank the referees for their suggestions and contributions.

Kaynakça

  • Anderson, D. (1999). The development of science concepts emergent from science museum and post-visit activity experiences: Students’ construction of knowledge. (Doctoral dissertation). Available from Queensland University of Technology, Brisbane, Australia.
  • Anderson, D., & Lucas, K.B. (1997). The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education, 27, 485–495.
  • Anderson, D., Lawson, B., & Mayer-Smith, J. (2006). Investigating the impact of a practicum experience in an aquarium on pre‐service teachers. Teaching Education,17 (4), 341-353. doi: 10.1080/10476210601017527.
  • 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. (2010). Understanding teachers' perspectives on field trips: discovering common ground in three countries. Curator the Museum Journal, 49(3), 365-386.
  • Bakioglu, B., Karamustafaoglu, O., Karamustafaoglu, S. & Yapici, S. (2018). The effects of out-of-school learning settings science activities on 5th graders’ academic achievement. European Journal of Educational Research 7(3), 451-464. doi:10.12973/eu-jer.7.3.45.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bostan Sarıoğlan, A., & Küçüközer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması [Investigation of the views of pre-service science teachers about out-of-school learning environments]. Journal of Research in Informal Environments (JRINEN), 2(1), 1-15.
  • Bozdoğan, A. (2012). The practice of prospective science teachers regarding the planning of education-based trips: evaluation of six different field trips. Educational Sciences: Theory & Practice, 12 (2), 1062–1069.
  • Bozdogan, A. E., & Kavci, A. (2016). Sınıf disi ogretim etkinliklerinin ortaokul ogrencilerinin fen bilimleri dersindeki akademik basarilarina etkisi [The effects of out of class teaching activities to secondary school students’ academic achievement in science course]. Gazi Education Science Journal, 2(1), 13-30.
  • Bozdoğan, A. E. (2008). Fen bilgisi öğretmen adaylarının bilim merkezlerini fen öğretimi açısından değerlendirmesi: Feza Gürsey Bilim Merkezi örneği etkisi [Science teacher candidates' evaluation of science centers in terms of science teaching: Feza Gürsey Science Center sample]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uludag University Faculty of Education], 21(1), 19-41.
  • Bozdoğan, A. E., & Yalçın, N. (2006). Bilim merkezlerinin ilköğretim öğrencilerinin fene karşı ilgi düzeylerinin değişmesine ve akademik başarılarına etkisi: Enerji parkı [The effect of science centers on the change in primary school students' interest in science and their academic success: Energy Park]. Ege Eğitim Dergisi [Ege Education Journal], 7(2), 95-114.
  • Bozdoğan, A. E. (2016). Okul dışı çevrelere eğitim amaçlı gezi düzenleyebilme öz-yeterlik inancı ölçeğinin geliştirilmesi [Developing a self-efficacy belief scale to organize educational trips to out-of-school environments]. Kuramsal Eğitim Bilim Dergisi [Journal of Theoretical Educational Science], 9(1), 111-129.
  • Bozdoğan, A. E., & Yalçın, N. (2009). Determining the influence of a science exhibition center training program on elementary pupils’ interest and achievement in science. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), 27-34.
  • Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2), 35-48.
  • Chin, C. (2004). Museum experience: A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63-90.
  • Cox-Petersen, A. M., Marsh, D. D., Kisiel, J., & Melber, L. M. (2003). Investigation of guided school tours, student learning, and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200-218.
  • Cox-Petersen, A.M., & Pfaffinger, J.A. (1998). Teacher preparation and teacher-student interactions at a discovery center of natural history. Journal of Elementary Science Education, 10, 20-35.
  • Çavuş, R., Umdu-Topsakal, Ü., & Öztuna-Kaplan, A. (2013). İnformal öğrenme ortamlarının çevre okuryazarlığı kazandırmasına ilişkin öğretmen görüşleri: Kocaeli Bilgi Evleri Örneği [Teachers' views on informal learning environments to gain environmental literacy: The Case of Kocaeli Information Houses]. Pegem Eğitim ve Öğretim Dergisi [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 [Opinions of science teachers about their lives in out-of-school learning environments]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Journal of Ahi Evran University Kirsehir Education Faculty], 18(3), 504-522.
  • Dewitt, J., & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education 29(6), 685-710.
  • 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. doi:10.1080/10645570802355562.
  • Ertaş, H., Şen, A. İ., & Parmaksızoğlu, A. (2011). Okul dışı bilimsel etkinliklerin 9. sınıf öğrencilerinin enerji konusunu günlük hayatla ilişkilendirme düzeyine etkisi [The effect of out-of-school scientific activities on the level of associating energy with daily life of 9th grade students]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi [EFMED] [Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education], 5(2), 178-198.
  • Eshach, H. (2007). Bridging in-school and out of school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16, 171-190.
  • Falk, J. H., & Dierking, I. D. (2000). Learning from Museums: Visitor Experience and the Making of Meaning. New York: AltaMira Press.
  • Gennaro, E.A. (1981). The effectiveness of using pre-visit instructional materials on learning for a museum field trip experience. Journal of Research in Science Teaching, 18, 275-279.
  • Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning oriented strategies on school excursions to museums. Science Education, 81, 763–779.
  • Griffin, J. (1994). Learning to learn in informal science settings. Research in Science Education, 24, 121-128.
  • Griffin, J. (2004). Research on students and museums: Looking more closely at the students in school groups. Science Education, 88(1), 59-70.
  • Ferry, B. (1993). Science centers and outdoor education centers provide valuable experience for pre-service teachers. Journal of Science Teacher Education, 4(3), 85-88.
  • Hein, G.E. (1998). Learning in the museum. New York: Routledge.
  • Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education 28, 87-112.
  • Jarvis, T., & Pell, A. (2005). Factors influencing elementary school children’s attitudes toward science before, during, and after a visit to the UK National Space Centre. Journal of Research in Science Teaching, 42(1), 53-83.
  • Kisiel, J. (2003). Teachers, museums and worksheets: A closer look at the learning experience. Journal of Science Teacher Education, 14, 3-21.
  • Kisiel, J. (2006). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, 90, 434-452.
  • Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936-955.
  • Köseoğlu, F., Tahancalıo, S., Kanlı, U., & Özdem Yılmaz,Y. (2020). Investigation of science teachers’ professional development needs for learning in science centers. Education and Science, 45(203), 191-213.
  • 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 Education, 28(3), 22-234.
  • Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40 (2), 88-90.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teacher’s Journal, 44(4), 43-50.
  • Ministory of National Education [MoNE] (2018). Fen Bilimleri Dersi Öğretim Programı [Science Course Curriculum]. Ankara: Milli Eğitim Bakanlığı.
  • Morag, O., & Tal, T. (2012). Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework. International Journal of Science Education, 34(5), 745-777.
  • Morentin, M., & Guisasola, J. (2015). The role of science museum field trips in the primary teacher preparation. International Journal of Science and Mathematics Education, 13, 965-990. doi:10.1007/s10763-014-9522-4.
  • M., & Guisasola, J. (2015). Primary and secondary teachers' ıdeas on school visits to science centres in the basque country. International Journal of Science & Mathematics Education, 13, 191-21.
  • National Research Council [NRC] (1996). National Science Education Standards: Observe, Interact, Change, Learn. Washington, DC: National Academy Press.
  • National Research Council [NRC] (2009). Learning science in informal environment: People, places and pursuits. Washington, DC: National Academy Press.
  • Olson, J., Cox-Petersen, A., & McComas, W. (2001). The Inclusion of Informal Environments in Science Teacher Preparation. Journal of Science Teacher Education, 12 (3), 155-173.
  • MorentinOrion, N. (1993). A model for the development and implementation of field trips as an integral part of the science curriculum. School Science and Mathematics 93, (6), 325-331.
  • Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 29 (8), 1097-1119.
  • Price, S., & Hein, G.E. (1991). More than a feld trip: Science programs for elementary school groups at museums. International Journal of Science Education, 13, 505-519.
  • Ramey-Gassert, L., III. Walberg, H., & H. Walberg. 1994. Reexamining connections: Museums as science learning environments. Science Education, 78:345-363.
  • Rebar, B. M. (2012). Teacher’s sources of knowledge for field trip practices. Learning Enviromental Research, 15(81), 81-102. doi:10.1007/s10984-012-9101-y.
  • Rebar, B. M., & Enochs, L. G. (2010). Integrating environmental education field trip pedagogy into science teacher preparation In A. Bozdin, S. Weaver, & B. Klein (Eds.), The inclusion of environmental education in science teacher’s education (pp. 111-126). New York: Springer.
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Yıl 2022, Cilt: 9 Sayı: 4, 250 - 269, 01.07.2022
https://doi.org/10.17275/per.22.89.9.4

Öz

Proje Numarası

118B118 (Bilim Toplum 4005 projesi)

Kaynakça

  • Anderson, D. (1999). The development of science concepts emergent from science museum and post-visit activity experiences: Students’ construction of knowledge. (Doctoral dissertation). Available from Queensland University of Technology, Brisbane, Australia.
  • Anderson, D., & Lucas, K.B. (1997). The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education, 27, 485–495.
  • Anderson, D., Lawson, B., & Mayer-Smith, J. (2006). Investigating the impact of a practicum experience in an aquarium on pre‐service teachers. Teaching Education,17 (4), 341-353. doi: 10.1080/10476210601017527.
  • 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. (2010). Understanding teachers' perspectives on field trips: discovering common ground in three countries. Curator the Museum Journal, 49(3), 365-386.
  • Bakioglu, B., Karamustafaoglu, O., Karamustafaoglu, S. & Yapici, S. (2018). The effects of out-of-school learning settings science activities on 5th graders’ academic achievement. European Journal of Educational Research 7(3), 451-464. doi:10.12973/eu-jer.7.3.45.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bostan Sarıoğlan, A., & Küçüközer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması [Investigation of the views of pre-service science teachers about out-of-school learning environments]. Journal of Research in Informal Environments (JRINEN), 2(1), 1-15.
  • Bozdoğan, A. (2012). The practice of prospective science teachers regarding the planning of education-based trips: evaluation of six different field trips. Educational Sciences: Theory & Practice, 12 (2), 1062–1069.
  • Bozdogan, A. E., & Kavci, A. (2016). Sınıf disi ogretim etkinliklerinin ortaokul ogrencilerinin fen bilimleri dersindeki akademik basarilarina etkisi [The effects of out of class teaching activities to secondary school students’ academic achievement in science course]. Gazi Education Science Journal, 2(1), 13-30.
  • Bozdoğan, A. E. (2008). Fen bilgisi öğretmen adaylarının bilim merkezlerini fen öğretimi açısından değerlendirmesi: Feza Gürsey Bilim Merkezi örneği etkisi [Science teacher candidates' evaluation of science centers in terms of science teaching: Feza Gürsey Science Center sample]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uludag University Faculty of Education], 21(1), 19-41.
  • Bozdoğan, A. E., & Yalçın, N. (2006). Bilim merkezlerinin ilköğretim öğrencilerinin fene karşı ilgi düzeylerinin değişmesine ve akademik başarılarına etkisi: Enerji parkı [The effect of science centers on the change in primary school students' interest in science and their academic success: Energy Park]. Ege Eğitim Dergisi [Ege Education Journal], 7(2), 95-114.
  • Bozdoğan, A. E. (2016). Okul dışı çevrelere eğitim amaçlı gezi düzenleyebilme öz-yeterlik inancı ölçeğinin geliştirilmesi [Developing a self-efficacy belief scale to organize educational trips to out-of-school environments]. Kuramsal Eğitim Bilim Dergisi [Journal of Theoretical Educational Science], 9(1), 111-129.
  • Bozdoğan, A. E., & Yalçın, N. (2009). Determining the influence of a science exhibition center training program on elementary pupils’ interest and achievement in science. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), 27-34.
  • Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2), 35-48.
  • Chin, C. (2004). Museum experience: A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63-90.
  • Cox-Petersen, A. M., Marsh, D. D., Kisiel, J., & Melber, L. M. (2003). Investigation of guided school tours, student learning, and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200-218.
  • Cox-Petersen, A.M., & Pfaffinger, J.A. (1998). Teacher preparation and teacher-student interactions at a discovery center of natural history. Journal of Elementary Science Education, 10, 20-35.
  • Çavuş, R., Umdu-Topsakal, Ü., & Öztuna-Kaplan, A. (2013). İnformal öğrenme ortamlarının çevre okuryazarlığı kazandırmasına ilişkin öğretmen görüşleri: Kocaeli Bilgi Evleri Örneği [Teachers' views on informal learning environments to gain environmental literacy: The Case of Kocaeli Information Houses]. Pegem Eğitim ve Öğretim Dergisi [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 [Opinions of science teachers about their lives in out-of-school learning environments]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Journal of Ahi Evran University Kirsehir Education Faculty], 18(3), 504-522.
  • Dewitt, J., & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education 29(6), 685-710.
  • 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. doi:10.1080/10645570802355562.
  • Ertaş, H., Şen, A. İ., & Parmaksızoğlu, A. (2011). Okul dışı bilimsel etkinliklerin 9. sınıf öğrencilerinin enerji konusunu günlük hayatla ilişkilendirme düzeyine etkisi [The effect of out-of-school scientific activities on the level of associating energy with daily life of 9th grade students]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi [EFMED] [Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education], 5(2), 178-198.
  • Eshach, H. (2007). Bridging in-school and out of school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16, 171-190.
  • Falk, J. H., & Dierking, I. D. (2000). Learning from Museums: Visitor Experience and the Making of Meaning. New York: AltaMira Press.
  • Gennaro, E.A. (1981). The effectiveness of using pre-visit instructional materials on learning for a museum field trip experience. Journal of Research in Science Teaching, 18, 275-279.
  • Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning oriented strategies on school excursions to museums. Science Education, 81, 763–779.
  • Griffin, J. (1994). Learning to learn in informal science settings. Research in Science Education, 24, 121-128.
  • Griffin, J. (2004). Research on students and museums: Looking more closely at the students in school groups. Science Education, 88(1), 59-70.
  • Ferry, B. (1993). Science centers and outdoor education centers provide valuable experience for pre-service teachers. Journal of Science Teacher Education, 4(3), 85-88.
  • Hein, G.E. (1998). Learning in the museum. New York: Routledge.
  • Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education 28, 87-112.
  • Jarvis, T., & Pell, A. (2005). Factors influencing elementary school children’s attitudes toward science before, during, and after a visit to the UK National Space Centre. Journal of Research in Science Teaching, 42(1), 53-83.
  • Kisiel, J. (2003). Teachers, museums and worksheets: A closer look at the learning experience. Journal of Science Teacher Education, 14, 3-21.
  • Kisiel, J. (2006). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, 90, 434-452.
  • Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936-955.
  • Köseoğlu, F., Tahancalıo, S., Kanlı, U., & Özdem Yılmaz,Y. (2020). Investigation of science teachers’ professional development needs for learning in science centers. Education and Science, 45(203), 191-213.
  • 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 Education, 28(3), 22-234.
  • Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40 (2), 88-90.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teacher’s Journal, 44(4), 43-50.
  • Ministory of National Education [MoNE] (2018). Fen Bilimleri Dersi Öğretim Programı [Science Course Curriculum]. Ankara: Milli Eğitim Bakanlığı.
  • Morag, O., & Tal, T. (2012). Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework. International Journal of Science Education, 34(5), 745-777.
  • Morentin, M., & Guisasola, J. (2015). The role of science museum field trips in the primary teacher preparation. International Journal of Science and Mathematics Education, 13, 965-990. doi:10.1007/s10763-014-9522-4.
  • M., & Guisasola, J. (2015). Primary and secondary teachers' ıdeas on school visits to science centres in the basque country. International Journal of Science & Mathematics Education, 13, 191-21.
  • National Research Council [NRC] (1996). National Science Education Standards: Observe, Interact, Change, Learn. Washington, DC: National Academy Press.
  • National Research Council [NRC] (2009). Learning science in informal environment: People, places and pursuits. Washington, DC: National Academy Press.
  • Olson, J., Cox-Petersen, A., & McComas, W. (2001). The Inclusion of Informal Environments in Science Teacher Preparation. Journal of Science Teacher Education, 12 (3), 155-173.
  • MorentinOrion, N. (1993). A model for the development and implementation of field trips as an integral part of the science curriculum. School Science and Mathematics 93, (6), 325-331.
  • Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 29 (8), 1097-1119.
  • Price, S., & Hein, G.E. (1991). More than a feld trip: Science programs for elementary school groups at museums. International Journal of Science Education, 13, 505-519.
  • Ramey-Gassert, L., III. Walberg, H., & H. Walberg. 1994. Reexamining connections: Museums as science learning environments. Science Education, 78:345-363.
  • Rebar, B. M. (2012). Teacher’s sources of knowledge for field trip practices. Learning Enviromental Research, 15(81), 81-102. doi:10.1007/s10984-012-9101-y.
  • Rebar, B. M., & Enochs, L. G. (2010). Integrating environmental education field trip pedagogy into science teacher preparation In A. Bozdin, S. Weaver, & B. Klein (Eds.), The inclusion of environmental education in science teacher’s education (pp. 111-126). New York: Springer.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. Preston Montford, Shropshire: Field Studies Council.
  • Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of a randomized field trial. The Journal of Educational Research, 101(1), 50-60.
  • Saidi, T., & Sigauke, E. (2017). The use of museum-based science centres to expose primary school students in developing countries to abstract and complex concepts of nanoscience and nanotechnology. Journal of Science Education and Technology, 26(5), 470-480. https://doi.org/10.1007/s10956-017-9692-2.
  • Scribner-MacLean, M., & Kennedy, L. (2007). More than just a day away from school: Planning a great science field trip. Science Scope, 30(5), 57-60.
  • 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.
  • Storksdieck, M. (2001). Differences in teachers’ and students’ museum field-trip experiences. Visitor Studies Today, 4(1), 8-12.
  • Smith-Sebasto, N. J., & Smith, T. L. (1997). Environmental education in Illinois and Wisconsin: A tale of two states. The Journal of Environmental Education, 28, 26–36.
  • Stake, R., R. (2005). Case Studies In N.K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (Third edition). London: Sage.
  • Storksdieck, M. (2001). Differences in teachers’ and students’ museum field-trip experiences. Visitor Studies Today, 4(1), 8–12.
  • Şen, A. İ. (2019). Okul Dışı Öğrenme Ortamları [Out-of-School Learning Environments]. Ankara: PegemA Yayıncılık.
  • Şentürk, E. (2015). Field trips to science centers: Teachers’ perspectives, roles and reflections. (Doctoral dissertation). Middle East Technical University, Turkey, Ankara.
  • Tal, T., & Morag, O. (2007). School visits to natural history museums: Teaching or enriching?. Journal of Research in Science Teaching, 44(5), 747-769.
  • Tal, T., Bamberger, Y., & Morag, O. (2005). Guided school visits to natural history museums in Israel: Teachers' roles. Science Education, 89, 920-935.
  • Tal, R.T. (2001). Incorporating field trips as science learning environment enrichment –an interpretive study. Learning Environment Research, 4, 25-49.
  • Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20: 245-262.
  • Tal, T., & Steiner, L. (2006). Patterns of teacher–museum staff relationships: School visits to the educational center of a science museum. Canadian Journal of Science, Mathematics and Technology Education, 6, 25-46.
  • Tatar, N., & Bağrıyanık, K. E. (2012). Fen ve teknoloji dersi öğretmenlerinin okul dışı eğitime yönelik görüşleri [Science and technology teachers' views on out-of-school education]. İlköğretim Online, 11(4), 883-896.
  • Tuckey, C.J. (1992). School children’s reactions to an interactive science centre. Curator, 35, 28-38.
  • Wünschmann, S., Wüst-Ackermann, P., Randler, R., Vollmer, C., & Itzek-Greulich, H. (2017). Learning achievement and motivation in an out-of-school setting visiting amphibians and reptiles in a zoo is more effective than a lesson at school. Research in Science Education, 47, 497-518.
  • Yin, R., K. (1994). Case Study Research Design and Methods: Applied Social Research and Methods Series. Second edn. Thousand Oaks, CA: Sage Publications Inc.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Canan Laçin Şimşek 0000-0001-9050-1842

Aysun Öztuna Kaplan 0000-0001-8133-312X

Proje Numarası 118B118 (Bilim Toplum 4005 projesi)
Yayımlanma Tarihi 1 Temmuz 2022
Kabul Tarihi 5 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 4

Kaynak Göster

APA Laçin Şimşek, C., & Öztuna Kaplan, A. (2022). A study on improving the awareness of science teachers about out-of-school learning. Participatory Educational Research, 9(4), 250-269. https://doi.org/10.17275/per.22.89.9.4