Fen Öğretiminde Okul Dışı Öğrenme Ortamları

Gürsoy, Gülden

doi:10.7827/turkishstudies.13225

Cited by 31 publications

(28 citation statements)

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“…In the study conducted by Tekbiyik, Seyihoglu, Konur & Vekli (2013), it was determined that the science camp improved the attitudes of primary school students towards science. Gursoy (2018) detected that out-of-school learning environments contributed to the cognitive-emotional and life skills of prospective teachers.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course

Yıldırım

2018

JETS

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This study was conducted for the purpose of determining the impacts of out-of-school learning environments on 6th-grade students’ attitudes towards science course. In the study, the quasi-experimental model and pretest-posttest control grouped experimental design was employed. The experimental process step of the study was carried out on 6th-grade students who receive education in a secondary school in Turkey in 2017 and maintained for 18 weeks. 60 students are included in the study group of the research (control group=30, experimental group=30). For the purpose of measuring the attitude scores towards science course, “The Scale of Attitude towards Science Lesson” was used. The experimental phase was performed by science lesson teacher both in the control and experimental groups. No experimental process was applied in the control group. The instruction was provided in accordance with the Science Course Curriculum. While the instruction was provided in line with the control group in the experimental group, out-of-school learning environments were also included in the teaching process. Out-of-school learning environments were specified by considering the learning outcomes in the 6th-grade science curricula. Experimental group students visited out-of-school learning environments with the guidance of the science teacher. Science museum, anatomy museum, planetarium, nature trip, science festivals, energy park and aqua park are among the out-of-school learning environments. As a result of the study, it was seen that the attitudes of the students in the experimental group were increased at a significant level, and no significant improvement was realized in control group students’ attitudes.

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Section: Discussionmentioning

confidence: 99%

The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course

Yıldırım

2018

JETS

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“…Out-of-class learning processes, which are an important part of contemporary education, can include activities lasting from a few minutes to days (Donaldson & Goering, 1970). Some experimental reported no change in attitudes were also reported, which might stem from the fact that longer periods are needed to change attitudes (Gürsoy, 2018). All the aforementioned points helped to conclude that out-of-class teaching includes cognitive, affective and psychomotor objectives and positively affects these objectives.…”

Section: Introductionmentioning

confidence: 95%

“…Out-of-class learning can be defined as an instruction method that can be used effectively for students to achieve objectives of the curriculum by performing activities that are difficult or impossible to perform in a classroom outside the classes (Rillo, 1980;Payne, 1985;Bunting, 2006). Out-of-class educational activities support students' attainment of cognitive, affective, and psychomotor objectives, and consider students' interests and expectations, within a certain plan (Binbaşıoğlu, 2000;Gürsoy, 2018). Bell, Lewenstein, Shouse, and Feder (2009) indicated that out-of-class learning activities will be beneficial to students in.…”

Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

Gökmen¹

2021

IES

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Out-of-class learning environments are important learning environments because they improve students’ mental and physical health as well as providing them with cognitive, affective, and psychomotor skills. However, it is necessary to make a plan, implement and evaluate the teaching processes appropriately to efficient benefit from out-of-class teaching environments. The present study aimed to determine preservice teachers’ views regarding out-of-class teaching processes. The study utilized the case study design, a qualitative research approach, to make an in-depth analysis of preservice teachers’ views. 58 preservice teachers from the educational faculty of a state university in Turkey were the participants of the study. Data were collected using a semi-structured interview form developed by the researcher of the present study. For the analysis of data obtained, content analysis was carried out using NVivo9 software, and themes and codes were determined. Findings were presented with frequencies, percentages, excerpts of preservice teachers’ views, and models that indicate the relationship between themes and codes. Findings revealed six different themes for the preservice teachers’ views: out-of-class learning places; advantages of out-of-class teaching; limitations of out-of-class teaching; planning of out-of-class teaching; implementation of out-of-class teaching; and assessment of out-of-class teaching. The study findings were discussed in line with the related literature and suggestions were made regarding the findings.

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“…Sonuç olarak "Sınıf Öğretmenleri için Sınıf Dışı Eğitim Etkinlikleri" projesi kapsamında hazırlanmış ve uygulanmış olan etkinliklerin ve programın sınıf öğretmenlerinin okul dışı çevrelere eğitim amaçlı gezi düzenleyebilme öz-yeterlilik inançlarının olumlu yönde gelişmesini sağladığı söylenebilir. İlgili alan yazına bakıldığında bu tür uygulamalı etkinliklerin öğretmenlerin sınıf dışı etkinlikleri uygulama konusunda kendilerine olan güven ve motivasyonlarını arttırdıkları gözlenmektedir (Gonzalez ve Ortega, 2018;Gürsoy, 2018;İşlek, 2017). Çalışma sonunda katılımcıların, sınıf dışına çıkmanın önemini, öğrencilere ve öğrenme sürecine katkılarını ve en önemlisi bu tür etkinliklerin çok iyi bir planlama ile gerçekleştirilmesi gerektiğini fark ettikleri tespit edilmiştir.…”

Section: Tartışma Ve Sonuçunclassified

An Investigation of Elementary School Teachers’ Experiences about Outdoor Education Activities Project

Demirtaş

Çayır

2021

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Fen Öğretiminde Okul Dışı Öğrenme Ortamları

Cited by 31 publications

References 0 publications

The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course

The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course

Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

An Investigation of Elementary School Teachers’ Experiences about Outdoor Education Activities Project

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