The Impact of Out-Of-School Learning Environments on the Academic Success of Students in Terms of Science Education: Hydroelectric Power Plant Trip Case Study
Author :
Abstract
Bu çalışmanın amacı informal öğrenme ortamlarından birisi olan hidroelektrik santraline yapılan planlı bir gezinin öğrenme üzerine etkisinin araştırılmasıdır. Yapılan çalışmada yarı deneysel desenlerden ön-test son-test kontrol gruplu deneysel yöntem kullanılmıştır. 2015-2016 eğitim-öğretim yılında gerçekleştirilen çalışmaya toplam 37 sekizinci sınıf öğrencisi katılmıştır. Öğrencilerin 19’u deney 18’i kontrol grubu olarak alınmıştır. Veriler araştırmacılar tarafından geliştirilen “Yaşamımızdaki Elektrik” konusuyla ilgili akademik başarı testinden elde edilmiştir. Hazırlanan ölçme aracının KR-21 güvenirlik katsayısı 0.82 olup 21 sorudan oluşmaktır. Verilerin analizinde Mann Whitney U ve Wilcoxon Testi kullanılmıştır. Araştırma sonucunda geziye katılan öğrencilerin ön test akademik başarı puanları ile son test akademik başarı puanları arasında son test lehine anlamlı bir farklılığın olduğu belirlenmiştir.
Keywords
Abstract
This study is conducted to identify the impact on learning of a planned trip to a hydroelectric power plant, which is among the informal learning environments. The experimental method with pretest-posttest control group, which is one of the quasi-experimental research designs, is used in this study. 37 eighth grade students are included in the study in total, which was carried out in the academic year of 2015-2016. 19 of the students were in the experimental group and 18 of them were in the control group. Academic success test on the "Electricity in Our Life" subject developed by the researchers is used to derive the data. The measurement tool prepared consists of 21 questions and its KR-21 reliability coefficient is 0.82. In this study, Mann Whitney U and Wilcoxon Test are used to analyze the data. As a result of the study, it is concluded that there is a significant difference between the pre-test academic success scores and post-test academic success scores of the students participating in the trip in favor of the post-test.
Keywords
- Altundas, M., & Yuce, Z. (2019). Teacher attitude and self-efficacy in science education for mainstreamed students. International Online Journal of Educational Sciences. 11(2), 165-187.
- Balkan Kiyici, F., & Atabek Yigit, E. (2010). Science education beyond the classroom: a field trip to wind power plant. International Online Journal of Educational Sciences, 2(1), 225-243.
- Ballantyne, R., Packer, J., Hughes, K., & Dierking, L. (2007). Conservation learning in wildlife tourism settings: Lessons from research in zoos and aquariums. Environmental Education Research, 13(3), 367-383.
- Barshinger, T., & Ray, A. (1998). From Volcanoes to Virtual Tours: Bringing Museums to Students through Videoconferencing Technology.
- Bozdogan, A. E., & Yalcin, N. (2006). The effect of science centers on the change of interest and academic success of primary school students: Energy park. Journal of Ege Education, 7(2), 95-114.
- Bozdogan, A. E. (2007). Importance of Science and Technology Museums in Science Education. (Unpublished doctoral dissertation). Gazi University Graduate School of Educational Sciences.
- Bozdogan, A. E. (2008). Science teacher candidates' evaluation of science centers in terms of science teaching: Feza Gürsey Science Center Case Study. Uludag University Journal of Faculty of Education, 21(1), 19-41.
- Bozdogan, A. E., & Yalcin, N. (2009). Determining the Influence of a Science Exhibition Center Training Program on Elementary Pupils' Interest and Achievement in Science. Eurasia Journal of Mathematics, Science & Technology Education, 5(1).
- Bozdogan, A. E., & Yalcin, N. (2009). Educational usage levels of science and technology museums in Ankara. Journal of National Education.
- Bozdogan, A. E. (2012). Applications of science teacher candidates regarding the planning of educational trips: Evaluation of six different field trips. Educational Sciences: Theory and Practice, 12(2), 1049-1072.
- Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out‐of‐ school learning. International Journal of Science Education, 28(12), 1373-1388.
- Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2017). Bilimsel arastirma yontemleri [Scientific Research Methods]. Ankara: Pegem Academy.
- Chin, C. C. (2004). Museum experience—A resource for science teacher education. International Journal of Science and Mathematics Education, 2(1), 63-90.
- Cox‐Petersen, A. M., Marsh, D. D., Kisiel, J., & Melber, L. M. (2003). Investigation of guided school tours, student learning, and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200-218.
- Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “informal science education” ad hoc committee. Journal of Research in Science Teaching, 40(2), 108-111.
- Ertas, H., Parmaksizoglu, A., & Sen, A. I. (2011). The effect of out-of-school scientific activities on the 9th grade students' level to associate energy with daily life. Journal of Faculty of Necatibey Education Electronic Science and Mathematic Education, 5(2), 178-198.
- Erturk, S. (1972). Egitimde Program Gelistirme [Programme Development in Education]. Ankara: Hacettepe University.
- Falk, J. H., & Dierking, L. D. (1997). School field trips: Assessing their long‐term impact. Curator: The Museum Journal, 40(3), 211-218.
- Falk, J. H., & Adelman, L. M. (2003). Investigating the impact of prior knowledge and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163-176.
- Fidan, N. (2012). Okulda ogrenme ve ogretme (3nd Ed.). [Education in School] Ankara: Pegem Academy.
- Best, S. (2007). Quaker events for young people: Informal education and faith transmission. Quaker Studies, 11(2), 9.
- Guisasola, J., Morentin, M., & Zuza, K. (2005). School visits to science museums and learning sciences: A complex relationship. Physics Education, 40(6), 544.
- Guven, A., Gazel, A. A., & Sever, R. (2004). Problems history teachers encounter in trip-observation practices. Journal of Kazim Karabekir Faculty of Education.
- Lacin Simsek, C. (2011). Fen ogretiminde okul disi ogrenme ortamlari. [Out-of-school learning environments in science education] Canan Lacin Simsek (Ed.) in Fen Ogretiminde Okul Disi Ogrenme Ortamlari [Outof-school learning environments in science education]. 1-21. Ankara: Pegem Academy.
- Livingston, P., & Lemelin, N. (2001). Doing Collaborative Museum Education Research: A Comparson of Findings from Two Case Studies on Educational Delivery at a Canadian Science Centre. In Annual Meeting of the American Educational Research Association, Seattle, WA, April (pp. 10-14).
- Ramey-Gassert, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97(4), 433-450.
- Rapp, W. H. (2005). Inquiry-based environments for the inclusion of students with exceptional learning needs. Remedial and Special Education, 26(5), 297-310.
- Sasan, H. H. (2002). Constructivist learning. Yasadikca Egitim, 74(75), 49-52.
