PRESERVICE TEACHERS’ THOUGHTS ABOUT DESIGNING SCIENCE ACTIVITIES IN INFORMAL ENVIRONMENTS

Pelin Köseoğlu; Hakan Türkmen

Makale detayları

PRESERVICE TEACHERS’ THOUGHTS ABOUT DESIGNING SCIENCE ACTIVITIES IN INFORMAL ENVIRONMENTS

Yazarlar:

Pelin Köseoğlu | Hakan Türkmen

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.48-71

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001300713

pISSN:

2547-9393

Anahtar kelimeler:

Özet:

 Purpose: The main purpose of this research is to determine the perspectives of preservice science teachers who have taken and have not taken course on science teaching in informal environments, on the process of designing activities within the scope of science teaching in informal environments. Design  Methodology: This study used explanatory design, one of the mixed-method design types. The sample of the study consisted of 76 senior preservice science teachers at Science Teaching Department from two different universities in Turkey. While choosing the study group, stratified purposive sampling, one of the purposive sampling methods, was used. Outdoor Science Activities Performing Scale was used as a quantitative data collection tool and interviews were used as qualitative data collection tools. Findings: According to quantitative findings, when the dimensions of the Outdoor Learning Performing Scale were compared between the groups, no statistically significant difference was found in all dimensions. However, when the qualitative findings were examined preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. Implications  Suggestions: To sum up, preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. This directly emphasizes the importance of receiving instruction in this subject. In this study, the instruction received by the preservice teachers who have taken courses was one of the main reasons for them wanting to have their students experience this process by overcoming all the difficulties they might encounter. However, preservice science teachers who have not taken the course about informal science education did not have enough knowledge about designing and performing science activities in informal learning environments.

 Purpose: The main purpose of this research is to determine the perspectives of preservice science teachers who have taken and have not taken course on science teaching in informal environments, on the process of designing activities within the scope of science teaching in informal environments. Design  Methodology: This study used explanatory design, one of the mixed-method design types. The sample of the study consisted of 76 senior preservice science teachers at Science Teaching Department from two different universities in Turkey. While choosing the study group, stratified purposive sampling, one of the purposive sampling methods, was used. Outdoor Science Activities Performing Scale was used as a quantitative data collection tool and interviews were used as qualitative data collection tools. Findings: According to quantitative findings, when the dimensions of the Outdoor Learning Performing Scale were compared between the groups, no statistically significant difference was found in all dimensions. However, when the qualitative findings were examined preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. Implications  Suggestions: To sum up, preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. This directly emphasizes the importance of receiving instruction in this subject. In this study, the instruction received by the preservice teachers who have taken courses was one of the main reasons for them wanting to have their students experience this process by overcoming all the difficulties they might encounter. However, preservice science teachers who have not taken the course about informal science education did not have enough knowledge about designing and performing science activities in informal learning environments.

 Purpose: The main purpose of this research is to determine the perspectives of preservice science teachers who have taken and have not taken course on science teaching in informal environments, on the process of designing activities within the scope of science teaching in informal environments. Design  Methodology: This study used explanatory design, one of the mixed-method design types. The sample of the study consisted of 76 senior preservice science teachers at Science Teaching Department from two different universities in Turkey. While choosing the study group, stratified purposive sampling, one of the purposive sampling methods, was used. Outdoor Science Activities Performing Scale was used as a quantitative data collection tool and interviews were used as qualitative data collection tools. Findings: According to quantitative findings, when the dimensions of the Outdoor Learning Performing Scale were compared between the groups, no statistically significant difference was found in all dimensions. However, when the qualitative findings were examined preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. Implications  Suggestions: To sum up, preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. This directly emphasizes the importance of receiving instruction in this subject. In this study, the instruction received by the preservice teachers who have taken courses was one of the main reasons for them wanting to have their students experience this process by overcoming all the difficulties they might encounter. However, preservice science teachers who have not taken the course about informal science education did not have enough knowledge about designing and performing science activities in informal learning environments.

 Purpose: The main purpose of this research is to determine the perspectives of preservice science teachers who have taken and have not taken course on science teaching in informal environments, on the process of designing activities within the scope of science teaching in informal environments. Design  Methodology: This study used explanatory design, one of the mixed-method design types. The sample of the study consisted of 76 senior preservice science teachers at Science Teaching Department from two different universities in Turkey. While choosing the study group, stratified purposive sampling, one of the purposive sampling methods, was used. Outdoor Science Activities Performing Scale was used as a quantitative data collection tool and interviews were used as qualitative data collection tools. Findings: According to quantitative findings, when the dimensions of the Outdoor Learning Performing Scale were compared between the groups, no statistically significant difference was found in all dimensions. However, when the qualitative findings were examined preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. Implications  Suggestions: To sum up, preservice science teachers who have taken the course had enough knowledge about designing and performing science activities in informal learning environments. This directly emphasizes the importance of receiving instruction in this subject. In this study, the instruction received by the preservice teachers who have taken courses was one of the main reasons for them wanting to have their students experience this process by overcoming all the difficulties they might encounter. However, preservice science teachers who have not taken the course about informal science education did not have enough knowledge about designing and performing science activities in informal learning environments.

Makale detayları

PRESERVICE TEACHERS’ THOUGHTS ABOUT DESIGNING SCIENCE ACTIVITIES IN INFORMAL ENVIRONMENTS

Yazarlar:

Pelin Köseoğlu | Hakan Türkmen

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.48-71

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001300713

pISSN:

2547-9393

Informal Learning Environments

Informal Science Learning

Science Education

Preservice TeachersInformal Learning Environments

Informal Science Learning

Science Education

Preservice Teachers

Sayı

Makale detayları

Yazarlar: Pelin Köseoğlu | Hakan Türkmen

Yayıncı: Inonu University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.48-71

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001300713

pISSN: 2547-9393

Sayı

Yazarlar:

Pelin Köseoğlu | Hakan Türkmen

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.48-71

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001300713

pISSN:

2547-9393