Examining Academicians’ and Teachers’ Opinions on Designing Science Activities in Informal Settings
Article Sidebar
Main Article Content
Abstract
The main purpose of this study is to determine what teachers and academicians think about the process of designing and implementing science activities in informal settings and make suggestions as to how to teach more effectively in them. This study is a cross-sectional survey study and divided the teachers constituting the sample group into subgroups (sections), namely, those who had received training in teaching science in informal settings and those who had not. The current opinions of the academicians were also included in the research. A total of 338 people – 304 science teachers and 34 academicians – participated in this study. A questionnaire was used to collect the data for the research. When the research findings were examined, it was seen that neither teachers nor academicians have the desired levels of knowledge about planning and implementing science-teaching activities in informal settings. The fact that teachers do not have sufficient information on this subject can be interpreted as a reflection of the inadequacy of academicians and government instructors who train and support teachers.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Bozdoğan, A. E. (2008). Planning and evaluation of field trips to informal learning environments: case of the ‘Energy Park’. Journal of Theory and Practice in Education, 4(2), 282-290.
Bozdoğan, A. E. (2016). Okul dışı çevrelerde gezi-gözlem çalışmaları. Ö. Keleş (Ed.), in Uygulamalı etkinliklerle fen eğitiminde yeni yaklaşımlar (p.1-44). Ankara: PegemA.
Büyüköztürk, Ş., Kılıç, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem.
Canbazoğlu-Bilici, S. (2019). Örnekleme yöntemleri. H. Özmen ve O. Karamustafaoğlu (Ed.), in Eğitimde araştırma yöntemleri (p.56-78). Ankara: PegemA.
Carrier S. J., Tugurian, L. P. & Thomson M. M. (2013). Elementary science indoors and out: teachers, time, and testing. Research in Science Education, 43(5), 2059-2083
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London, New York: Routledge Falmer.
Çakıcı, Y. (2012). Fen ve teknoloji öğretiminde yapılandırmacı yaklaşım. Ö. Taşkın (Ed.), in Fen ve teknoloji öğretiminde yeni yaklaşımlar (p.466-484). Ankara: PegemA.
Diamond, J. (1986). The Behaviour of Family Groups in Science Museums. Curator: The Museum Journal, 29(2), 139–154.
Dierking, L. D. (1991). Learning theories and learning style: An overview. Journal of Museum Education, 23, 12-17.
Dilli, R. (2017). Teachers’ point of view on museums as a learning environment. Milli Eğitim Dergisi, 214, 303-316.
Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190.
Han, B., & Bilican, K. (2018). Nature of Science Teaching at Science Centers. Trakya University Journal of Education Faculty, 8(1), 1-27. https://doi.org/10.24315/trkefd.363976
Griffin, J., & Symington D. (1997). Moving from task-oriented to learning oriented strategies on school excursions to museums. Science Education, 81,763–779.
Güleç, İ., Çelik, S., & Demirhan, B. (2013). What Is Lifelong Learning? An Evaluation on Definition and Scope. Sakarya University Journal of Education, 2(3), 34-48
Medrich, E. A., Roizen, J., Rubin, V., & Buckley, S. (1982). The serious business of growing up. University of California Press, Berkeley.
McGivney, V. (1999). Informal learning in the community: a trigger for change and development. Leicester: NIACE.
Hannu, S. (1993). Science centre education. Motivation and learning in informal education. (Unpublished Doctoral Dissertation). Helsinki University Department of Teacher Education. Finland.
Laçin-Şimşek, C. (2011). Okul dışı öğrenme ortamları ve fen eğitimi. C. Laçin-Şimşek (Ed.), Fen öğretiminde okul dışı öğrenme ortamları (p. 1-23). Ankara: PegemA.
Kaptan, F., & Korkmaz, H. (1997). İlköğretimde etkili öğretme ve öğrenme el kitabı ilköğretimde fen bilgisi öğretimi modül 7. Ankara: MEB.
Karademir, E. (2013). Öğretmen ve öğretmen adaylarının fen ve teknoloji dersi kapsamında okul dışı öğrenme etkinliklerini gerçekleştirme amaçlarının planlanmış davranış teorisi yoluyla belirlenmesi (Unpublished Doctoral Dissertation). Hacettepe University, Ankara.
Karademir, E. (2018). Okul dışı ortamlarda fen öğretimi. O. Karamustafaoğlu, Ö. Tezel ve U. Sarı (Ed.). in Güncel yaklaşım ve yöntemlerle etkinlik destekli fen öğretimi (p.426-447). Ankara: PegemA
Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936–955.
Kisiel, J. (2007). Examining Teacher Choices for Science Museum Worksheets. Journal of Science Teacher Education, 18(1), 29–43.
Kisiel, J. (2013). Introducing future teachers to science beyond the classroom. Journal of Science Teacher Education, 24(1), 67-91.
Köseoğlu, F., & Tümay, H. (2015). Fen Eğitiminde Yapılandırmacılık ve Yeni Öğretim Yöntemleri. Ankara: Palme.
Olson, J. K., Cox-Petersen, A. M., & McComas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12(3), 155-173.
Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 29, 1097–1119.
Rennie, L. J., & McClafferty, T. P. (1996). Science centres and science learning. Studies in Science Education, 27, 53–98
Türkmen, H. (2010). İnformal (Sınıf-Dışı) Fen Bilgisi Eğitimine Tarihsel Bakış ve Eğitimimize Entegrasyonu. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 46-59.
Ünsal, Ü., & Karademir, E. (2017). Fen öğretiminde okul-üniversite işbirliği. E. Karademir (Ed.) Örnek ve uygulama destekli fen öğretiminde disiplinlerarası beceri etkileşimi (s. 191-211). Ankara: Pegem.
McManus, P. M. (1988). Good companions more on the social determination of learning – related behaviour in a science museum. The International Journal of Museum Management and Curatorship, 7, 37–44.
Sarışan-Tungaç, A., & Ünaldı-Coral, M. N. (2017). Fen bilimleri öğretmenlerinin okuldışı (doğa deneyimine dayalı) eğitime yönelik görüşlerinin değerlendirilmesi. International Journal of Eurasia Social Sciences, 26(8), 24-42.
Türkmen, H. (2015). Perspectives of secondary school teachers about out-door teaching. Journal of European Education, 5(2), 47-55.
Türkmen, H. (2018). Ortaokul öğretmenlerinin sınıf-dışı ortamlarda öğretime bakış açıları. Journal of Ege Social Science., 1(1), 12-26.
Shortland M. (1987). No business like show business. Nature, 328, 213–214
Storksdieck, M. (2001). Differences in teachers’ and students’ museum field-trip experiences. Visitor Studies Today, 4(1), 8 -12.
Şentürk, C. (2010). Yapılandırmacı yaklaşım ve 5E öğrenme döngüsü modeli. Eğitime Bakış Dergisi, 58-61.
Wymer, P. (1991). Never mind the science, feel the experience. New scientist, 5 October, 49.