“…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).…”