Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates

Ersin Topcu

doi:10.5539/ies.v10n7p126

Abstract

In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out of school activities (43 of them are Social Studies teacher candidates and 31 of them are Classroom teacher candidates). Semi structured interview form was used as data collection tool. Activity phase of the study was conducted in museums, Islamic-Ottoman social complexes, castles and historic mosques in Kastamonu, Sakarya, Kars and Eregli (a district of Zonguldak). Gathered data of the study was examined by using content analysis method, and it was presented with cause and effect relation. When results of the study were evaluated, it was concluded that teacher candidates believe that out of school learning activities embody the knowledge and increase memorability by integrating learning into living. Besides, according to teacher candidates, there are many obstacles ahead of out of school activities particularly economic reasons and reluctance of teachers and the structure/content of Social Studies lesson is very suitable for such activities.

Highlights

Outdoor education is a multidimensional process, which presents study of constructed learning activities in outside places as community and natural settings (Bunting, 2006)
With the project of “the Biggest Museum of the World: Turkey”, Ministry of Culture tries to prove how rich our country from this aspect, and according to their data; Turkey has 187 public, and 183 private in total 370 museums. Because of that these compelling museums are almost in every city, and easy to access with museum cards, they are the first place that teacher candidates think of when they consider out of school learning environments
In order to determine ideas and thoughts of teacher candidates about out-of-school learning, the findings in this research are given below: When the data obtained from the research are carefully examined, it is clear that the first activity that comes in to mind is museum tours and visits to historical places when it is said out-of-school learning environment for social sciences and form teacher candidates

Summary

Introduction

Outdoor education is a multidimensional process, which presents study of constructed learning activities in outside places as community and natural settings (Bunting, 2006). This process is continual, and shows itself in the shape of the integration of life and learning in all levels (Ford, 1986). The change and accumulation of the knowledge is attempted to be managed in schools but these institutions giving formal education fail to catch up with these changes and fall behind. Today, those who want to access to the knowledge have to fight against environmental factors along with the changes. The advances in technology have many benefits and make our lives easier but on the other hand it is an undeniable fact that it causes students to be antisocial individuals with the social media (Facebook etc.) when it is used unreasonably (Barnes and Laird, 2014; Dubow, Huesmann, & Greenwood, 2006; Goessl, 2010; Rosen, 2011; Stollak Vandenberg, Zeni, & Scribner, 2014)

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