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Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals

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Title: Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals
Language: English
Authors: Hakan Türkmen (ORCID 0000-0003-4572-7062), Çiğdem Dede Yemişci (ORCID 0009-0005-1074-7452)
Source: Science Insights Education Frontiers. 2026 33(1):5269-5292.
Availability: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Science Education, Educational Environment, Science Teachers, Teacher Attitudes, Principals, Student Attitudes, Student Motivation, Learning Motivation, Student Interests, Learning Activities, Environmental Influences, Administrator Attitudes, Field Trips, Barriers, Evaluation Methods, Foreign Countries, Elementary Secondary Education, Educational Planning
Geographic Terms: Turkey
ISSN: 2644-058X
2578-9813
Abstract: The aim of this study is to examine the contributions of out-of-school learning environments to students' cognitive, affective and psychomotor development in the context of science teaching from the perspectives of science teachers and school principals. In the study, which was conducted with the case study method, one of the qualitative research designs, semi-structured interviews were conducted with 16 science teachers and 11 school principals. teachers and school principals were selected using convenience sampling method. The data obtained were evaluated by content analysis. The results show that out-of-school learning environments increase students' attitudes, motivation and interest in science; support the development of scientific process skills; and make significant contributions to permanent learning and the acquisition of social skills such as communication, empathy and self-confidence. Participants emphasize student-centered planning approaches that encourage active participation and are in line with the learning outcomes. However, it was revealed that teachers' knowledge of legislation is more limited than that of school principals and out-of-school activities are usually organized a few times a year.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506331
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Hakan+Türkmen%22">Hakan Türkmen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4572-7062">0000-0003-4572-7062</externalLink>)<br /><searchLink fieldCode="AR" term="%22Çiğdem+Dede+Yemişci%22">Çiğdem Dede Yemişci</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-1074-7452">0009-0005-1074-7452</externalLink>)
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  Data: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
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  Data: The aim of this study is to examine the contributions of out-of-school learning environments to students' cognitive, affective and psychomotor development in the context of science teaching from the perspectives of science teachers and school principals. In the study, which was conducted with the case study method, one of the qualitative research designs, semi-structured interviews were conducted with 16 science teachers and 11 school principals. teachers and school principals were selected using convenience sampling method. The data obtained were evaluated by content analysis. The results show that out-of-school learning environments increase students' attitudes, motivation and interest in science; support the development of scientific process skills; and make significant contributions to permanent learning and the acquisition of social skills such as communication, empathy and self-confidence. Participants emphasize student-centered planning approaches that encourage active participation and are in line with the learning outcomes. However, it was revealed that teachers' knowledge of legislation is more limited than that of school principals and out-of-school activities are usually organized a few times a year.
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  Data: EJ1506331
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      – Text: English
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        PageCount: 24
        StartPage: 5269
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Student Interests
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      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Environmental Influences
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Field Trips
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      – SubjectFull: Barriers
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Educational Planning
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      – SubjectFull: Turkey
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      – TitleFull: Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals
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