Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals
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Published
Mar 30, 2026
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.
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Keywords
Out-of-School Learning, Qualitative Research, Science Teacher Views, School Principals Views, Learning Environments
Supporting Agencies
No funding sources declared.
References
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Anderson, D., Lucas, K. B., & Ginns, I. S. (2006). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 90(4), 655–678. DOI: https://doi.org/10.1002/sce.20127
Anderson, D., & Zhang, Z. (2003). Teacher perception of field trip planning and implementation. Visitor Studies Today 6 (3): 6–12. https://www.researchgate.net/publication/228998633_Teacher_perception_of_field_trip_planning_and_implementation#fullTextFileContent
Astuti, A. D., & Suryadi, A. (2020). Pemanfaatan Museum Ranggawarsita sebagai Sumber Belajar Sejarah Bagi Siswa SMA Negeri di Kota Semarang. Jurnal Profesi Keguruan, 6(1), 9-21.
Avraamidou, L. (2015). Reconceptualizing elementary science teacher learning. Educational Researcher, 44(4), 165–172. DOI: https://doi.org/10.3102/0013189X15584304
Bevan, B., Bell, P., Stevens, R., & Razfar, A. (2021). Out-of-school learning environments and their impact on science engagement: A meta-analysis. Review of Educational Research, 91(2), 276–312. DOI: https://doi.org/10.3102/0034654320978566
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
DeWitt, J. & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. DOI: https://doi.org/10.1080/10645570802355562
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. DOI: https://doi.org/10.1007/s10956-006-9027-1
Ertaş, H., Şen, A. İ., & Parmaksızoğlu, A. (2011). The effect of outdoor science activities on students’ attitudes towards science. Eurasian Journal of Educational Research, 45, 185–202.
Falk, J. H. & Dierking, L. D. (1997). School Field Trips: Assessing Their Long-Term Impact. Curator, 40, 211-218. DOI: https://doi.org/10.1111/j.2151-6952.1997.tb01304.x
Gerber, B. L., Marek, E. A., & Cavallo, A. M. L. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535–549. DOI: https://doi.org/10.1080/095006901750160753
Griffin, J. (2004). Research on Students and Museums: Looking More Closely at the Students in School Groups. Science Education, 88 (1), 59– S70. DOI: https://doi.org/10.1002/sce.20018
Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779. DOI: https://doi.org/10.1002/(SICI)1098-237X(199711)81:6<763::AID-SCE6>3.0.CO;2-O
Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87–112. DOI: https://doi.org/10.1080/03057269608560085
Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education (Vol. II). Routledge.
Martin, L., Dixon, C., & Betser, S. (2020). Out-of-school STEM learning: What we know and what we need to know. International Journal of STEM Education, 7(1), 1–14. DOI: https://doi.org/10.1186/s40594-020-00219-9
Martin, A. J., Durksen, T. L., Williamson, D., Kiss, J., & Ginns, P. (2016). The role of a museum-based science education program in promoting content knowledge and science motivation. Journal of Research in Science Teaching, 53(9), 1364-1384. DOI: https://doi.org/10.1002/tea.21332
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Paris, S. G., Yambor, K. M., & Packard, B. W. (1998). Hands-on biology: A museum-school-university partnership for enhancing students’ interest and learning in science. The Elementary School Journal, 98(3), 267–288. DOI: https://doi.org/10.1086/461895
Piscitelli, B., & Anderson, D. (2001). Young children’s perspectives of museum settings and experiences. Museum Management and Curatorship, 19(3), 269-282. DOI: https://doi.org/10.1080/09647770100401903
OECD. (2018). The future of education and skills: Education 2030. OECD Publishing.
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. DOI: https://doi.org/10.1002/tea.3660311005
Tal, T., & Dierking, L. D. (2014). Learning science in everyday life: Content, context, and interaction. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 555–576). Routledge.
Türkmen, H. (2010). İnformal (Sınıf Dışı) Fen Bilgisi Eğitimine Tarihsel Bakış ve Eğitimimize Entegrasyonu (Historical overview of informal (out-of-school) science education and integration to education). Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (39), 46-59.
Türkmen, H. (2018). İnformal öğrenme ortamının fosiller konusunun öğrenilmesine etkisi: Tabiat tarihi müzesi örneği (The effect of informal learning environment on learning fossils: The example of a natural history museum). Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 20(3), 137-147.
Anderson, D., Lucas, K. B., & Ginns, I. S. (2006). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 90(4), 655–678. DOI: https://doi.org/10.1002/sce.20127
Anderson, D., & Zhang, Z. (2003). Teacher perception of field trip planning and implementation. Visitor Studies Today 6 (3): 6–12. https://www.researchgate.net/publication/228998633_Teacher_perception_of_field_trip_planning_and_implementation#fullTextFileContent
Astuti, A. D., & Suryadi, A. (2020). Pemanfaatan Museum Ranggawarsita sebagai Sumber Belajar Sejarah Bagi Siswa SMA Negeri di Kota Semarang. Jurnal Profesi Keguruan, 6(1), 9-21.
Avraamidou, L. (2015). Reconceptualizing elementary science teacher learning. Educational Researcher, 44(4), 165–172. DOI: https://doi.org/10.3102/0013189X15584304
Bevan, B., Bell, P., Stevens, R., & Razfar, A. (2021). Out-of-school learning environments and their impact on science engagement: A meta-analysis. Review of Educational Research, 91(2), 276–312. DOI: https://doi.org/10.3102/0034654320978566
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
DeWitt, J. & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. DOI: https://doi.org/10.1080/10645570802355562
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. DOI: https://doi.org/10.1007/s10956-006-9027-1
Ertaş, H., Şen, A. İ., & Parmaksızoğlu, A. (2011). The effect of outdoor science activities on students’ attitudes towards science. Eurasian Journal of Educational Research, 45, 185–202.
Falk, J. H. & Dierking, L. D. (1997). School Field Trips: Assessing Their Long-Term Impact. Curator, 40, 211-218. DOI: https://doi.org/10.1111/j.2151-6952.1997.tb01304.x
Gerber, B. L., Marek, E. A., & Cavallo, A. M. L. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535–549. DOI: https://doi.org/10.1080/095006901750160753
Griffin, J. (2004). Research on Students and Museums: Looking More Closely at the Students in School Groups. Science Education, 88 (1), 59– S70. DOI: https://doi.org/10.1002/sce.20018
Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763–779. DOI: https://doi.org/10.1002/(SICI)1098-237X(199711)81:6<763::AID-SCE6>3.0.CO;2-O
Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87–112. DOI: https://doi.org/10.1080/03057269608560085
Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education (Vol. II). Routledge.
Martin, L., Dixon, C., & Betser, S. (2020). Out-of-school STEM learning: What we know and what we need to know. International Journal of STEM Education, 7(1), 1–14. DOI: https://doi.org/10.1186/s40594-020-00219-9
Martin, A. J., Durksen, T. L., Williamson, D., Kiss, J., & Ginns, P. (2016). The role of a museum-based science education program in promoting content knowledge and science motivation. Journal of Research in Science Teaching, 53(9), 1364-1384. DOI: https://doi.org/10.1002/tea.21332
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Paris, S. G., Yambor, K. M., & Packard, B. W. (1998). Hands-on biology: A museum-school-university partnership for enhancing students’ interest and learning in science. The Elementary School Journal, 98(3), 267–288. DOI: https://doi.org/10.1086/461895
Piscitelli, B., & Anderson, D. (2001). Young children’s perspectives of museum settings and experiences. Museum Management and Curatorship, 19(3), 269-282. DOI: https://doi.org/10.1080/09647770100401903
OECD. (2018). The future of education and skills: Education 2030. OECD Publishing.
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. DOI: https://doi.org/10.1002/tea.3660311005
Tal, T., & Dierking, L. D. (2014). Learning science in everyday life: Content, context, and interaction. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 555–576). Routledge.
Türkmen, H. (2010). İnformal (Sınıf Dışı) Fen Bilgisi Eğitimine Tarihsel Bakış ve Eğitimimize Entegrasyonu (Historical overview of informal (out-of-school) science education and integration to education). Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (39), 46-59.
Türkmen, H. (2018). İnformal öğrenme ortamının fosiller konusunun öğrenilmesine etkisi: Tabiat tarihi müzesi örneği (The effect of informal learning environment on learning fossils: The example of a natural history museum). Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 20(3), 137-147.
How to Cite
Türkmen, H., & Dede Yemişçi, Çiğdem. (2026). Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals. Science Insights Education Frontiers, 33(1), 5269–5292. https://doi.org/10.15354/sief.26.or180
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