The Effect of Physics Education Based on Out-of-School Learning Activities and Critical Thinking on Students’ Attitudes

Kılıç, Hülya Ertaş; Şen, Ahmet İlhan

doi:10.15390/eb.2014.3635

Cited by 15 publications

(6 citation statements)

References 12 publications

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“…When taking into account the gender, they determined that the attitudes of male students show a greater increase than female students. Ertaş-Kılıç & Şen (2014), in their study investigated the effect of an instruction supported with out-of-school learning activities on students' critical thinking and attitudes towards physics. The study was conducted with 120 9th grade students.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing an Interactive Non-formal Chemistry Setting and Investigating Its Effectiveness on High School Students’ Attitudes towards Chemistry

Demircioğlu¹

2016

Journal of Education and Training Studies

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Section: Literature Reviewmentioning

confidence: 99%

Developing an Interactive Non-formal Chemistry Setting and Investigating Its Effectiveness on High School Students’ Attitudes towards Chemistry

Demircioğlu¹

2016

Journal of Education and Training Studies

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“…In addition, students gain a positive attitude to-W ward science by obtaining permanent and meaningful knowledge (Öztürk & Başbay, 2017). Science centers ensure students with opportunities to provide permanent information, develop research and inquiry skills, and gain critical thinking skills (Bozdoğan, 2007;Ertas Kilic & Sen, 2014;Erten et al, 2016;Yılmaz, 1996).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Activities Performed in the Science Center on Students’ Perceptions of Out-of-School Learning Environments

Doldur

Kılıç

2023

Sci Insights Educ Front

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This study aimed to investigate the effects of the applications conducted in the science center within the scope of the science lesson “Solar System and Beyond” unit of the 7th-grade students in the secondary school, on the perceptions of the students about the out-of-school learning environments (OSLEs). In the quantitative part of the research, in which nested design, one of the mixed research designs, was used, the study group consisted of 42 students. Also, in the quantitative part of the study, a quasi-experimental design with the pre-test-post-test control group, which is one of the experimental research methods, was used. The Science course was conducted in the classroom with the students in the control group as the program predicted. In addition to the science lessons conducted in the classroom with the experimental group students, activities within the scope of the unit were carried out in the science center and the planetarium. Quantitative data were collected with the “Out-of-School Learning Environments Perception Scale (OSLEPS)”. The follow-up test was applied to the experimental group of students three months later. In the qualitative part of the study, semi-structured interviews were conducted with eight students from the experimental and control groups. When the results obtained from the qualitative data are evaluated together with the quantitative data, it is seen that the practices in the science center and the perceptions of the experimental group students towards out-of-school learning environments differ positively compared to the control group students.

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“…Planetariums and devices aimed at reproducing the star-filled sky, Moon, Sun, planets, and their motions have existed since Archimedes (Allgayer & de Souza, 2021). A planetarium means a hall or building where an optical projector device is used that reflects stars, planets, the sun, the moon, and many astronomical events on a hemispherical screen (Ertaş Kılıç & Şen, 2014).…”

Section: Introduction Planetariummentioning

confidence: 99%

Pre-Service Science Teachers’ Opinions About the Planetarium

ARMAĞAN¹,

Karaca²,

Bektaş³

2023

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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This study aims to determine the opinions of pre-service science teachers about the planetarium. Phenomenology design, one of the qualitative research methods, was used in the study. While determining the study group, criterion sampling, one of the purposeful samplings, was used. The study was carried out in the 2021-2022 academic year. The study criterion was determined as taking out-of-school learning environments courses by pre-service teachers, and 30 participants formed the study group. The study data were collected with the document analysis form prepared by the authors and analyzed with descriptive analysis. Pre-service teachers had the view that the planetarium was a fun, instructive, interesting, interesting and intriguing, useful, meaningful, and supportive environment for learning by experience and could be used in science lessons. They thought that such an education would contribute to the students by providing meaningful and permanent learning, three-dimensional thinking, and learning by having fun and experiencing so that it could make the lesson interesting. The authors recommend enriching pre-service and in-service teacher education with out-of-school learning environments such as the planetarium.

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The Effect of Physics Education Based on Out-of-School Learning Activities and Critical Thinking on Students’ Attitudes

Cited by 15 publications

References 12 publications

Developing an Interactive Non-formal Chemistry Setting and Investigating Its Effectiveness on High School Students’ Attitudes towards Chemistry

Developing an Interactive Non-formal Chemistry Setting and Investigating Its Effectiveness on High School Students’ Attitudes towards Chemistry

The Effect of Activities Performed in the Science Center on Students’ Perceptions of Out-of-School Learning Environments

Pre-Service Science Teachers’ Opinions About the Planetarium

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