Determination of Science Teachers' Opinions about Outdoor Education

Autor/in	Kubat, Ulas
Titel	Determination of Science Teachers' Opinions about Outdoor Education
Quelle	3 (2017) 12, S.344-354 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-1111
Schlagwörter	Foreign Countries; Science Teachers; Teacher Attitudes; Opinions; Outdoor Education; Qualitative Research; Semi Structured Interviews; Science Teaching Centers; Museums; Environmental Education; Phenomenology; Science Process Skills; Turkey + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrmeinung; Freiluftunterricht; Qualitative Forschung; Museum; Museumswesen; Museen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Phenomenological psychology; Phänomenologie; Psychologie; Türkei
Abstract	The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by recognizing the nature and the natural environment. Qualitative research method was used in this research. The study group of the research constitutes 16 science teachers. A semi-structured interview form was used as a data collection tool. According to the results of the research, most science teachers stated that they have taken their students to science centers and museums as the outdoor education environment in order for the students to be aware of the nature and the natural environment. They desired to use the outdoor learning environments, but the conditions of them are not appropriate. Teachers stated that they had problems in school-family cooperation, in-service training and obtaining legal permission. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01