The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science

Halil İbrahim Yildirim

doi:10.17275/per.20.9.7.1

Abstract

This study aims to determine the effect of using out-of-school learning environments in science teaching on motivation for learning science. It is a quasi-experimental study and it has been designed as pre- and post-test experimental study. The study was carried out with seventh grade students enrolled in a secondary school in the city centre of a metropolis of Turkey in 2018 within a period of 20 weeks. There were 28 students in the control group and 28 students in the experiment group. Students’ motivation for science learning was evaluated using the Motivation Scale for Science Learning. The scale was used as pre-test before the study, post-test at the end of the study, and follow-up test 12 weeks after the study. In the research, the application step was carried out by the science teacher and the researcher. In the control group, science teaching process was performed in accordance with the present science curriculum. Out-of-school learning environments related to the objectives of the current science teaching were used for the experiment group during the science teaching. The students in the experiment group visited out-of-school learning environments like nature trips, botanic parks, science fairs, science museums, natural history museums, the observatory, anatomy exhibitions, and energy parks for the subjects that were taught to them. It was found in the study that using out-of-school learning environments in science teaching had a significant effect in developing students’ motivation for learning science. Based on this finding, formal education of science students can be supported with out-of-school learning environments.

Highlights

Today, learning and teaching have become a part of a lifelong process that use schools’ resources and other potential resources in the immediate circle
These findings show that of-school learning environments (OSLE) in science teaching are more effective in improving motivation for science learning than the courses in the curriculum applied to the control group
No significant improvement was observed in motivation scores of the control group, while a significant improvement was made in motivation scores of the experimental group and this improvement was retained by the end of the 12-week period

Summary

Introduction

Today, learning and teaching have become a part of a lifelong process that use schools’ resources and other potential resources in the immediate circle. To that end, learning environments that can provide information in an easy, understandable and pleasant way are needed. In this context, because out-of-school environments are associated with classes, they allow students to individually interact with actual objects, and develop positive attitudesvalues and novel viewpoints acquiring knowledge of permanent nature. Because out-of-school environments are associated with classes, they allow students to individually interact with actual objects, and develop positive attitudesvalues and novel viewpoints acquiring knowledge of permanent nature In this regard these environments can be turned into very effective learning environments, that is, out-of-school learning environments (OSLE). Çığrık (2016), Laçin Şimşek, (2011), Stocklmayer, Rennie and Gilbert (2010), Yıldırım (2018a), Yıldırım (2018b) emphasized that formal learning-teaching ought to be supported with OSLE

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