Investigating the Effect of Science Education in Out-of-School Learning Environments on Academic Achievement and Scientific Epistemological Beliefs: The Case of the Unit ‘Solar System and Beyond

Serkan Sevim; Emin Demirci

Makale detayları

Investigating the Effect of Science Education in Out-of-School Learning Environments on Academic Achievement and Scientific Epistemological Beliefs: The Case of the Unit ‘Solar System and Beyond

Yazarlar:

Serkan Sevim | Emin Demirci

Yayıncı:

Pamukkale University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.334-372

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336277

pISSN:

1301-0085

Anahtar kelimeler:

Özet:

 The aim of this study was determined to examine the effects of out-of-school learning environment supported teaching on the academic success and scientific epistemological beliefs of 7th grade students in the Solar System and Beyond unit in a middle school science course. The research was conducted using the pre-test-post-test control group model used within the scope of quasi-experimental models. The participants of the research were 70 7th grade students studying in a state secondary school in Pamukkale District of Denizli Province in the 2023-2024 academic year. The students in the control group were taught in accordance with the Science Course Curriculum. In addition to this, activities carried out in out-of-school environments such as planetarium, observatory, and outdoor sky observation were applied to the students in the experimental group. The data obtained during the research were collected through the Solar System and Beyond Unit Achievement Test and the Scientific Epistemological Beliefs Scale. In the analysis of the sub-problems included in the research, t-test was applied for independent groups. At the end of the study, it was concluded that there was a statistically significant difference of 0.05 in favor of the experimental group between the scientific epistemological beliefs and academic achievements of the students in the experimental group where the application was made and the students in the control group where the application was not made, from the groups that had no differences at the beginning. This difference asserts that the activities carried out in out-of-school learning environments in the experimental group were more effective than in the control group.

 The aim of this study was determined to examine the effects of out-of-school learning environment supported teaching on the academic success and scientific epistemological beliefs of 7th grade students in the Solar System and Beyond unit in a middle school science course. The research was conducted using the pre-test-post-test control group model used within the scope of quasi-experimental models. The participants of the research were 70 7th grade students studying in a state secondary school in Pamukkale District of Denizli Province in the 2023-2024 academic year. The students in the control group were taught in accordance with the Science Course Curriculum. In addition to this, activities carried out in out-of-school environments such as planetarium, observatory, and outdoor sky observation were applied to the students in the experimental group. The data obtained during the research were collected through the Solar System and Beyond Unit Achievement Test and the Scientific Epistemological Beliefs Scale. In the analysis of the sub-problems included in the research, t-test was applied for independent groups. At the end of the study, it was concluded that there was a statistically significant difference of 0.05 in favor of the experimental group between the scientific epistemological beliefs and academic achievements of the students in the experimental group where the application was made and the students in the control group where the application was not made, from the groups that had no differences at the beginning. This difference asserts that the activities carried out in out-of-school learning environments in the experimental group were more effective than in the control group.

 The aim of this study was determined to examine the effects of out-of-school learning environment supported teaching on the academic success and scientific epistemological beliefs of 7th grade students in the Solar System and Beyond unit in a middle school science course. The research was conducted using the pre-test-post-test control group model used within the scope of quasi-experimental models. The participants of the research were 70 7th grade students studying in a state secondary school in Pamukkale District of Denizli Province in the 2023-2024 academic year. The students in the control group were taught in accordance with the Science Course Curriculum. In addition to this, activities carried out in out-of-school environments such as planetarium, observatory, and outdoor sky observation were applied to the students in the experimental group. The data obtained during the research were collected through the Solar System and Beyond Unit Achievement Test and the Scientific Epistemological Beliefs Scale. In the analysis of the sub-problems included in the research, t-test was applied for independent groups. At the end of the study, it was concluded that there was a statistically significant difference of 0.05 in favor of the experimental group between the scientific epistemological beliefs and academic achievements of the students in the experimental group where the application was made and the students in the control group where the application was not made, from the groups that had no differences at the beginning. This difference asserts that the activities carried out in out-of-school learning environments in the experimental group were more effective than in the control group.

 Bu çalışmanın amacı okul dışı öğrenme ortamları destekli öğretimin ortaokul fen bilimleri dersinde yedinci sınıf düzeyindeki öğrencilerin Güneş Sistemi ve Ötesi ünitesindeki akademik başarılarına ve bilimsel epistemolojik inançlarına etkisini incelemek olarak belirlenmiştir. Araştırma, yarı deneysel modeller kapsamında kullanılan ön test-son test kontrol gruplu model kullanılarak yürütülmüştür. Araştırmanın katılımcıları Denizli İli Pamukkale İlçesinde bir devlet ortaokulunda 2023-2024 eğitim-öğretim yılında yedinci sınıflarda öğrenim gören 70 öğrenci olmuştur. Kontrol grubundaki öğrencilere Fen Bilimleri Dersi Öğretim Programı doğrultusunda ders işlenmiştir. Deney grubundaki öğrencilere ise buna ek olarak planetaryum, gözlemevi, açık havada gökyüzü gözlemi gibi okul dışı ortamlarda gerçekleştirilen etkinlikler uygulanmıştır. Araştırma süresince elde edilen veriler Güneş Sistemi ve Ötesi Ünitesi Başarı Testi ve Bilimsel Epistemolojik İnançlar Ölçeği aracılığı ile toplanmıştır. Araştırmada yer verilen alt problemlerin analizinde bağımsız gruplar için t-testi uygulanmıştır. Araştırmanın sonunda başlangıçta aralarında bir fark bulunmayan gruplardan uygulamanın yapıldığı deney grubunda yer alan öğrenciler ile uygulamanın yapılmadığı kontrol grubundaki öğrencilerin bilimsel epistemolojik inançları ve akademik başarıları arasında istatistiksel olarak deney grubu lehine 0,05 manidarlık düzeyinde bir farkın oluştuğu sonucuna ulaşılmıştır. Oluşan bu fark, deney grubunda okul dışı öğrenme ortamlarında gerçekleştirilen etkinliklerin, kontrol grubuna göre daha etkili olduğunu göstermektedir.

Makale detayları

Investigating the Effect of Science Education in Out-of-School Learning Environments on Academic Achievement and Scientific Epistemological Beliefs: The Case of the Unit ‘Solar System and Beyond

Yazarlar:

Serkan Sevim | Emin Demirci

Yayıncı:

Pamukkale University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.334-372

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336277

pISSN:

1301-0085

Out of school learning

Science education

Astronomy educationOkul dışı öğrenme

Fen eğitimi

Astronomi eğitimi

Sayı

Makale detayları

Investigating the Effect of Science Education in Out-of-School Learning Environments on Academic Achievement and Scientific Epistemological Beliefs: The Case of the Unit ‘Solar System and Beyond

Yazarlar: Serkan Sevim | Emin Demirci

Yayıncı: Pamukkale University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.334-372

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001336277

pISSN: 1301-0085

Out of school learning

Science education

Astronomy educationOkul dışı öğrenme

Fen eğitimi

Astronomi eğitimi

Sayı

Yazarlar:

Serkan Sevim | Emin Demirci

Yayıncı:

Pamukkale University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 63, pp.334-372

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001336277

pISSN:

1301-0085