A Study on Developing a Guide Material for Science Classes Supported by Out-of-School Learning

Abstract

The main purpose of this research was to develop a guide material in line with learning outcomes of the unit for the 5 th Graders titled Solving the Puzzle: Our Body in order to be utilized during out-of-school learning activities by science teachers. There is no guide material developed in our country for science teachers to be used in out-of school learning activities. This research intended to contribute to the literature by developing such guide material. This research utilized the screening model. Prior to the development of a guide material, the literature has been reviewed to identify units and subjects for which guidance material is designed for. Moreover, the guide material is developed after completing the needs analysis, identifying the objectives and learning outcomes, organizing the content and learning activities and deciding on how to make assessment and evaluation. This research was designed to help develop guide materials that include other units related to out-of-school learning activities for different grade levels and for different classes.

The Investigation of the Research on Out-of-School Learning Activities in Turkey: A Systematic Review

“…When the literature is examined, it is seen that there are studies that investigate the opinions of students, preservice teachers and teachers about out-of-school learning (Akman, Özen Altınkaynak, Ertürk Kara, & Can Gül, 2015;Avcı & Gümüş, 2019;Ay et al, 2015;Aydemir & Toker Gökçe, 2016;Bakioğlu & Karamustafaoğlu, 2020;Batman, 2020;Bozdoğan, 2017;Büyükkaynak, Ok, & Aslan, 2016;Güngör & Göloğlu Demir, 2022;Uludag, 2021), and investigate the effects of out-of-school learning on students' academic achievement (Akça, Balkan Kıyıcı, & Yıldız, 2017;Bolat, Karamustafaoğlu, & Karamustafaoğlu, 2020;Bozdoğan & Kavcı, 2016;Bülbül, 2018;Karakaş Özür & Şahin, 2017;Küçük & Yıldırım, 2021) and attitude (Caner, 2019;Küçük, 2021;Özay Köse & Gül, 2019;Seyhan & Şimşek, 2017;Soysal, 2019), and their experiences with these environments (Can, 2019;Çalışkan & Çerkez, 2012;Çiçek & Saraç, 2017;Çil & Yanmaz, 2016;Demir & Öner Armağan, 2018).…”

The Effect of Botanical Garden on Socio-Scientific Issues of Students’ Perspectives in the Teaching Process: Sustainable Environment

“…Özellikle içeriğin yetiştirilmesini öncelikli hedef sayan öğretmenler okul dışı etkinlikleri iş yükünü artıran faaliyetler olarak kabul etmektedirler. Oysaki bu kazanımları gezi sırasında doğrudan kazandırabilen etkinlikler gerekmektedir(Bakioğlu & Karamustafaoğlu, 2017). Ayrıca hazırlanan etkinliklerin ve planların yararlı olabilmesi için etkisi yüksek olan öğretim stratejilerine ihtiyaç duyulmaktadır(Pasquier & Narguizian, 2006'dan akt.…”