Araştırma Makalesi
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Opinions of Teachers' Conducting Science Courses Regarding Outdoor Education: A Phenomenological Study

Yıl 2023, Cilt: 5 Sayı: 2, 644 - 655, 28.12.2023

Şule Elmalı Fatime Balkan Kıyıcı Ayşe Nur Şare Akkuş

https://doi.org/10.51535/tell.1308257

Öz

This study aims to determine the opinions of teachers who conduct science courses regarding out-of-school learning (OSL) environments. The participants who enrolled in this study were designed with a phenomenology research design, consisting of 33 teachers working in public schools in a district of Sakarya province. The interview form was developed by the researchers and used as a data collection tool. The data were analyzed through content analysis. According to the results, the subject area in which most OSL activities are carried out in science lessons is the content of "Living Beings and Life." According to the findings, the teachers emphasized informing the students about the content of science and learning outcomes and preparing a plan before the OSL activities were organized. Besides, they insisted on the importance of the teacher's role as a guide for the students during the implementation of the OSL activities and evaluating the students who made observations during the OSL at the end of the process. Regarding the challenges experienced in implementing OSL activities, issues such as paperwork and official transactions were mentioned during the planning of the activities. Besides, the problems encountered in classroom management, the difficulties experienced in virtual trips, and the disinterested attitudes of the individuals involved in the community awareness activities were also indicated.

Anahtar Kelimeler

out-of-school learning phenomenology science education teachers' opinions

Kaynakça

  • Anderson, D., Kisiel, J. & Storksdieck, M. (2006). Understanding teachers’ perspectives on field trips: Discovering common ground in three countries. Curator, 49, 365-386.
  • Anderson, D., Lucas, K.B., Ginns, I.S. & Dierking, L.D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84, 658-679.
  • Braund, M. & Reiss, M. (2006). Towards a More Authentic Science Curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388.
  • Creswell, J.W. (2017). Nitel Yöntemler. S. B. Demir (Çev. Ed.) & Y.Dede (Çev. Ed.). Araştırma Deseni: Nitel, Nicel ve Karma Yöntem Yaklaşımları. (3.baskı, s. 183-213) içinde. Eğiten Kitap. (Orijinal eserin yayın tarihi 2014, 4.Baskı).
  • Dairianathan, A. & Subramaniam, R. (2011). Learning about Inheritance in an Out-of-School Setting. International Journal of Science Education, 33(8), 1079–1108.
  • 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), 1-5.
  • Ersoy, A. (2019). Fenomenoloji. Ahmet Saban (Ed.) & Ali Ersoy (Ed.), Eğitimde Nitel Araştırma Desenleri (s.82-138) içinde. Anı Yayıncılık.
  • Eshach, H. (2007). Bridging In-School and Out-of-School Learning: Formal, Nonformal, and Informal Education. Journal of Science Education and Technology, 16(2), 171-190.
  • Fallik, O., Rosenfeld, S. & Eylon, B.S. (2013). School and out-of-school science: a model for bridging the gap. Studies in Science Education, 49(1), 69–91. http://dx.doi.org/10.1080/03057267.2013.822166
  • Faria, C. & Chagas, I. (2012). Investigating school-guided visits to an aquarium: What roles for science teachers? International Journal of Science Education, Part B: Communication and Public Engagement, 3(2), 159–174. DOI: 10.1080/09500693.2012.674652
  • Füz, N. (2018). Out-of-School Learning in Hungarian Primary Education: Practice and Barriers. Journal of Experiential Education, 1–18. https://doi.org/10.1177/1053825918758342
  • Garner, N., Siol, A. & Eilks, I. (2015). The Potential of Nonformal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability. Sustainability, 7, 1798-1818. doi:10.3390/su7021798
  • Griffin, J. (2004). Research on students and museums: Looking more closly at the students in school groups. Science Education, 88(1), 59-70.
  • Griffin, J., & Symington, D. (1997). Moving from task‐oriented to learning‐oriented strategies on school excursions to museums. Science Education, 81(6), 763-779.
  • Groenewald, T. (2004). A Phenomenological Research Design Illustrated. International Journal of Qualitative Methods, 3(1), 42-55.
  • Guardino, C., Hall, K.W., L-W, E. & Hubbuch, C. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22, 113–126. https://doi.org/10.1007/s42322-019-00033-7
  • Henriksson, A. C. (2018). Primary School Teachers' Perceptions of Out of School Learning within Science Education. LUMAT: International Journal on Math, Science and Technology Education, 6(2), 9-26.
  • Kisiel, J. (2003). Teachers, museums, and worksheets: A closer look at the learning experience. Journal of Science Teacher Education, 14(1), 3–21.
  • Laçin-Şimşek, C. (2011). Okul Dışı Öğrenme Ortamları Ve Fen Eğitimi. Canan Laçin Şimşek (Ed.), Fen Öğretiminde Okul Dışı Fen Öğrenme Ortamları (s. 1-23) içinde. Pegem.
  • Luehmann, A. L. & Markowitz, D. (2007). Science teachers’ perceived benefits of an out-of school enrichment programme: Identity needs and university affordances. International Journal of Science Education, 29(9), 1133–1161.
  • Mayoha, K. & Knuttona, S. (1997). Using out-of-school experience in science lessons: Reality or rhetoric? International Journal of Science Education, 19, 849–867. doi:10.1080/0950069970190708
  • Mayring, P. (2000). Nitel Sosyal Araştırmaya Giriş. (Çev. A. Gümüş ve M. S. Durgun). Ankara: Bilgesu Yayınevi. (Eserin orijinali 1990’da yayımlandı).
  • Mroczkowski, A.L., Price, C.A., Harris, N.C. & Skeeles-Worley, A.D. (2021). Youths’ Perceptions of Features of a Museum-Based Youth Development Program That Create a Supportive Community Context: A Qualitative Case Study. Journal of Adolescent Research, 1-36. https://doi.org/10.1177/0743558420985462
  • Osborne, J. & Dillon, J. (2007). Research on learning in informal contexts: Advancing the field? International Journal of Science Education, 29(12), 1441–1445.
  • Ostergaard, E., Dahlin, B. & Hugo, A. (2008). Doing phenomenology in science education: a research review. Studies in Science Education, 44(2), 93-121. DOI: 10.1080/03057260802264081
  • Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi.
  • Ramey-Gassert, L., Walberg III, H.J. & Walberg, H.J. (1994). Reexamining connections: Museums as science learning environments. Science Education, 78, 345-363.
  • Rennie, L.J. & McClafferty, T.P. (1996). Science centers and science learning. Studies in Science Education, 27, 53-98.
  • Rodehn, C. (2019). Science centers, gender, and learning. Cultural Studies of Science Education, 14, 157–167. https://doi.org/10.1007/s11422-018-9880-2
  • Saraç, H. (2017). Türkiye’de Okul Dışı Öğrenme Ortamlarına İlişkin Yapılan Araştırmalar: İçerik Analizi Çalışması. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 60-81.
  • Shaby, N., Assaraf, O. B. Z. & Tal, T. (2019). ‘I know how it works!’ student engagement with exhibits in a science museum. International Journal of Science Education, Part B, 9(3), 233-252. DOI: 10.1080/21548455.2019.1624991
  • Tamir, P. (1990). Factors associated with the relationship between formal, informal, and nonformal science learning. Journal of Environmental Education 2(2), 34-42.
  • Tran, N.A. (2011). The Relationship between Students' Connections to Out‐of‐School Experiences and Factors Associated with Science Learning. International Journal of Science Education, 33(12), 1625-1651.
  • Tuuling, L., Õun, T. & Ugaste, A. (2018). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 1-13. DOI:10.1080/14729679.2018.1553722
  • Uitto, A., Juuti, K., Lavonen, J. & Meisalo, V. (2006). Students' interest in biology and their out-of-school experiences. Journal of Biological Education, 40(3), 124-129.
  • Vedder‐Weiss, D., & Fortus, D. (2013). School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school. Journal of Research in Science Teaching, 50(8), 952-988.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (10.baskı). Seçkin.

Yıl 2023, Cilt: 5 Sayı: 2, 644 - 655, 28.12.2023

Şule Elmalı Fatime Balkan Kıyıcı Ayşe Nur Şare Akkuş

https://doi.org/10.51535/tell.1308257

Öz

Kaynakça

  • Anderson, D., Kisiel, J. & Storksdieck, M. (2006). Understanding teachers’ perspectives on field trips: Discovering common ground in three countries. Curator, 49, 365-386.
  • Anderson, D., Lucas, K.B., Ginns, I.S. & Dierking, L.D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84, 658-679.
  • Braund, M. & Reiss, M. (2006). Towards a More Authentic Science Curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388.
  • Creswell, J.W. (2017). Nitel Yöntemler. S. B. Demir (Çev. Ed.) & Y.Dede (Çev. Ed.). Araştırma Deseni: Nitel, Nicel ve Karma Yöntem Yaklaşımları. (3.baskı, s. 183-213) içinde. Eğiten Kitap. (Orijinal eserin yayın tarihi 2014, 4.Baskı).
  • Dairianathan, A. & Subramaniam, R. (2011). Learning about Inheritance in an Out-of-School Setting. International Journal of Science Education, 33(8), 1079–1108.
  • 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), 1-5.
  • Ersoy, A. (2019). Fenomenoloji. Ahmet Saban (Ed.) & Ali Ersoy (Ed.), Eğitimde Nitel Araştırma Desenleri (s.82-138) içinde. Anı Yayıncılık.
  • Eshach, H. (2007). Bridging In-School and Out-of-School Learning: Formal, Nonformal, and Informal Education. Journal of Science Education and Technology, 16(2), 171-190.
  • Fallik, O., Rosenfeld, S. & Eylon, B.S. (2013). School and out-of-school science: a model for bridging the gap. Studies in Science Education, 49(1), 69–91. http://dx.doi.org/10.1080/03057267.2013.822166
  • Faria, C. & Chagas, I. (2012). Investigating school-guided visits to an aquarium: What roles for science teachers? International Journal of Science Education, Part B: Communication and Public Engagement, 3(2), 159–174. DOI: 10.1080/09500693.2012.674652
  • Füz, N. (2018). Out-of-School Learning in Hungarian Primary Education: Practice and Barriers. Journal of Experiential Education, 1–18. https://doi.org/10.1177/1053825918758342
  • Garner, N., Siol, A. & Eilks, I. (2015). The Potential of Nonformal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability. Sustainability, 7, 1798-1818. doi:10.3390/su7021798
  • Griffin, J. (2004). Research on students and museums: Looking more closly at the students in school groups. Science Education, 88(1), 59-70.
  • Griffin, J., & Symington, D. (1997). Moving from task‐oriented to learning‐oriented strategies on school excursions to museums. Science Education, 81(6), 763-779.
  • Groenewald, T. (2004). A Phenomenological Research Design Illustrated. International Journal of Qualitative Methods, 3(1), 42-55.
  • Guardino, C., Hall, K.W., L-W, E. & Hubbuch, C. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22, 113–126. https://doi.org/10.1007/s42322-019-00033-7
  • Henriksson, A. C. (2018). Primary School Teachers' Perceptions of Out of School Learning within Science Education. LUMAT: International Journal on Math, Science and Technology Education, 6(2), 9-26.
  • Kisiel, J. (2003). Teachers, museums, and worksheets: A closer look at the learning experience. Journal of Science Teacher Education, 14(1), 3–21.
  • Laçin-Şimşek, C. (2011). Okul Dışı Öğrenme Ortamları Ve Fen Eğitimi. Canan Laçin Şimşek (Ed.), Fen Öğretiminde Okul Dışı Fen Öğrenme Ortamları (s. 1-23) içinde. Pegem.
  • Luehmann, A. L. & Markowitz, D. (2007). Science teachers’ perceived benefits of an out-of school enrichment programme: Identity needs and university affordances. International Journal of Science Education, 29(9), 1133–1161.
  • Mayoha, K. & Knuttona, S. (1997). Using out-of-school experience in science lessons: Reality or rhetoric? International Journal of Science Education, 19, 849–867. doi:10.1080/0950069970190708
  • Mayring, P. (2000). Nitel Sosyal Araştırmaya Giriş. (Çev. A. Gümüş ve M. S. Durgun). Ankara: Bilgesu Yayınevi. (Eserin orijinali 1990’da yayımlandı).
  • Mroczkowski, A.L., Price, C.A., Harris, N.C. & Skeeles-Worley, A.D. (2021). Youths’ Perceptions of Features of a Museum-Based Youth Development Program That Create a Supportive Community Context: A Qualitative Case Study. Journal of Adolescent Research, 1-36. https://doi.org/10.1177/0743558420985462
  • Osborne, J. & Dillon, J. (2007). Research on learning in informal contexts: Advancing the field? International Journal of Science Education, 29(12), 1441–1445.
  • Ostergaard, E., Dahlin, B. & Hugo, A. (2008). Doing phenomenology in science education: a research review. Studies in Science Education, 44(2), 93-121. DOI: 10.1080/03057260802264081
  • Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi.
  • Ramey-Gassert, L., Walberg III, H.J. & Walberg, H.J. (1994). Reexamining connections: Museums as science learning environments. Science Education, 78, 345-363.
  • Rennie, L.J. & McClafferty, T.P. (1996). Science centers and science learning. Studies in Science Education, 27, 53-98.
  • Rodehn, C. (2019). Science centers, gender, and learning. Cultural Studies of Science Education, 14, 157–167. https://doi.org/10.1007/s11422-018-9880-2
  • Saraç, H. (2017). Türkiye’de Okul Dışı Öğrenme Ortamlarına İlişkin Yapılan Araştırmalar: İçerik Analizi Çalışması. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 60-81.
  • Shaby, N., Assaraf, O. B. Z. & Tal, T. (2019). ‘I know how it works!’ student engagement with exhibits in a science museum. International Journal of Science Education, Part B, 9(3), 233-252. DOI: 10.1080/21548455.2019.1624991
  • Tamir, P. (1990). Factors associated with the relationship between formal, informal, and nonformal science learning. Journal of Environmental Education 2(2), 34-42.
  • Tran, N.A. (2011). The Relationship between Students' Connections to Out‐of‐School Experiences and Factors Associated with Science Learning. International Journal of Science Education, 33(12), 1625-1651.
  • Tuuling, L., Õun, T. & Ugaste, A. (2018). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 1-13. DOI:10.1080/14729679.2018.1553722
  • Uitto, A., Juuti, K., Lavonen, J. & Meisalo, V. (2006). Students' interest in biology and their out-of-school experiences. Journal of Biological Education, 40(3), 124-129.
  • Vedder‐Weiss, D., & Fortus, D. (2013). School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school. Journal of Research in Science Teaching, 50(8), 952-988.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (10.baskı). Seçkin.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Şule Elmalı 0000-0002-5203-6246

Fatime Balkan Kıyıcı 0000-0002-4407-8307

Ayşe Nur Şare Akkuş 0000-0003-0305-6352

Erken Görünüm Tarihi 26 Ekim 2023
Yayımlanma Tarihi 28 Aralık 2023
Kabul Tarihi 11 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Elmalı, Ş., Balkan Kıyıcı, F., & Şare Akkuş, A. N. (2023). Opinions of Teachers’ Conducting Science Courses Regarding Outdoor Education: A Phenomenological Study. Journal of Teacher Education and Lifelong Learning, 5(2), 644-655. https://doi.org/10.51535/tell.1308257
 Kapak Resmi İndir

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