Abstract
One of the main goals of the work of teachers is to increase and maintain the motivation of pupils to learn. However, many studies have confirmed that traditional teaching, without problems that activate students and with the use of only the teacher’s interpretation of the topic, does not increase, or even reduce motivation. Pupils behave passively, they are losing interest in learning. Natural sciences are perfect for teaching outside, for outdoor education, and science camp is one of the nonformal education forms. Pupils study science naturally there, technical disciplines history, or foreign languages as well. The Vebor Science Camp was held for two following summers before the pandemic situation in the world. Forty-five pupils attended the camp. We were searching for the impact of a science camp, as a form of experiential learning and outdoor education, on the motivation of the pupils to learn natural sciences. They took a pre-and a post-test, a pre- and a post-interview that focused on their reasons for participating in the camp, and then, after a year, data were provided about their school outcomes and interests. After the science camp, more than 60% of pupils improved their school outcomes in science, 20% were intensively interested in natural sciences, and more than 15% of pupils improved their English.
Highlights
Nowadays, experiential learning is a very attractive and challenging approach for many science educators
We were searching for the impact of a science camp, as a form of experiential learning and outdoor education, on the motivation of the pupils to learn natural sciences
The question was whether the respondents have an internal motivation to learn more than it is their duty
Summary
Experiential learning is a very attractive and challenging approach for many science educators. Lindner and Kubat (2014) consider science camps more effective way than classroom science lessons, because of several characteristics such as special location, staff, time, program, entertainment, target group, collaboration. They are often organized as a collaboration between schools and companies, universities, science centre, public organizations. Science camps can provide both researchers and teachers with the opportunity to disseminate important scientific findings and concepts to a broad audience (Foster & Shiel-Rolle, 2011) and positive learning experiences for participants too (Lindner & Kubat, 2014). Science camps belong to them and help to increase the intrinsic motivation for learning science
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