Teachers’ Opinions Regarding the Effects of the Usage of out-of-school Learning Environments on Students’ Academic Achievement and Anxiety towards Science

Abstract

Recent years in science education, especially in teaching science subjects that are generally thought to be difficult, the importance of out-of-school learning environments that bring formal education and informal education together under the same roof in order for the students to achieve their own learning, started to increase. This situation requires teachers to be aware of those environments, how and when those environments can be used, in which aims and objectives of teaching and learning process those environments can be used, and the effect of activities conducted in those environments to students affective, cognitive and kinesthetic features. Therefore, in this study the aim was to investigate science and technology teachers’ perceptions regarding the effect of usage of out-of-school learning environments in science and technology courses to students’ academic achievement and their anxiety towards science. In this study descriptive qualitative research was used. The data of the study were obtained in 2011-2012 academic year, through semi-structured interviews conducted with 36 science and technology teachers who work in Gölcük town which is a district of Kocaeli Province. Almost all teachers highlighted positive effects of using out-of-school learning environments during the teaching and learning process’ on the students’ academic success and anxiety levels towards science by presenting a variety of reasons. On the other hand, the remaining teachers indicated that out-of-school learning environments affect the students’ skills and qualities apart from academic achievement and anxiety towards science.