CLASSROOM TEACHERS' PERCEPTIONS OF OUT-OF-SCHOOL LEARNING ENVIRONMENTS
DOI:
https://doi.org/10.46827/ejes.v9i10.4490Paraules clau:
learning, out of school, informal, field trip, planetariumResum
The present study aims to investigate classroom teachers’ perceptions of out-of-school learning environments. The study was designed around a survey model. The sample of the study was comprised of 359 classroom teachers determined with random sampling method, working in the central districts of Denizli province in the 2021-2022 academic year, and who completely responded to the questions in the data collection tool. The data collection tool used in the study consisted of two parts as "Personal Information" and "Out of School Learning Regulation Scale". Looking at the classroom teachers’ responses to out of school learning regulation scale and its dimensions, the highest mean was found in the "application" dimension and indicated a high-level perception while the lowest mean was in the "planning” dimension and indicated a medium level. It was also seen that the classroom teachers’ perceptions were at a medium level in the “information” dimension, high in the “evaluation” dimension and high in the overall scale, and it was understood that the teachers were generally at a good level in this area. The classroom teachers’ perceptions of out-of-school learning regulation did not differ according to their teaching experience, education level and receiving training related to out-of-school learning environments; however, their perceptions differed according to their gender, age, marital status, the district where they work, and studying the out-of-school learning environments guidebook.
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