International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2023, Vol. 18(1) 251-272

The Effects of Out-Of-Class Learning on Students’ Interest in Science and Scientific Attitudes: The Case of School Garden

Esra Saraç Yıldırım & Mustafa Doğru

pp. 251 - 272   |  DOI: https://doi.org/10.29329/epasr.2023.525.12   |  Manu. Number: MANU-2209-21-0003.R2

Published online: March 08, 2023  |   Number of Views: 41  |  Number of Download: 207

Save PDF

Abstract

This study aims to reveal the effects of out-of-class learning activities conducted in the school garden on students’ interest in science and their scientific attitudes. Research designed as a pretest-posttest control group quasi-experimental design of quantitative research methods. The research group of the study consists of 37, 7th grade students enrolled in a public school in Turkiye. Reproduction, growth and development in plants were conducted through school garden-based science activities for seven weeks. The research data were collected using Science Interest Scale and Scientific Attitude Scale. The study findings showed that garden-based activities have a moderate and close to moderate effect on students’ interests in science and scientific attitudes. As per these findings, we can say that school gardens are out-of-class learning environments that can be used to help increase students’ interest and attitudes toward science.

Keywords: Out-Of-Class Learning, School Garden, Scientific Interests, Scientific Attitudes, Science Education

How to Cite this Article?

APA 6th edition
Yildirim, E.S. & Dogru, M. (2023). The Effects of Out-Of-Class Learning on Students’ Interest in Science and Scientific Attitudes: The Case of School Garden . Educational Policy Analysis and Strategic Research, 18(1), 251-272. doi: 10.29329/epasr.2023.525.12

Harvard
Yildirim, E. and Dogru, M. (2023). The Effects of Out-Of-Class Learning on Students’ Interest in Science and Scientific Attitudes: The Case of School Garden . Educational Policy Analysis and Strategic Research, 18(1), pp. 251-272.

Chicago 16th edition
Yildirim, Esra Sarac and Mustafa Dogru (2023). "The Effects of Out-Of-Class Learning on Students’ Interest in Science and Scientific Attitudes: The Case of School Garden ". Educational Policy Analysis and Strategic Research 18 (1):251-272. doi:10.29329/epasr.2023.525.12.
References
  1. Akçalı, A. A. (2015). Kuram ve uygulamada sınıf dışı tarih öğretimi algısı: Öğretmen ve aday öğretmen görüşleri. Eğitim ve Bilim, 40(181). http://dx.doi.org/10.15390/EB.2015.4299 [Google Scholar]
  2. Berezowitz, C. K., Bontrager Yoder, A. B., & Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8), 508-518. https://doi.org/10.1111/josh.12278 [Google Scholar] [Crossref] 
  3. Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 15-38. https://doi.org/10.3200/JOEE.40.2.15-38 [Google Scholar] [Crossref] 
  4. Bundschu-Mooney, E. (2003). School garden investigation: Environmental awareness and education. https://files.eric.ed.gov/fulltext/ED480981.pdf  [Google Scholar]
  5. Burt, K. G., Koch, P., & Contento, I. (2017). Implementing and sustaining school gardens by integrating the curriculum. Health Behavior and Policy Review, 4(5), 427-435. https://doi.org/10.14485/HBPR.4.5.2 [Google Scholar] [Crossref] 
  6. Cairns, K. (2017). Connecting to food: cultivating children in the school garden. Children's Geographies, 15(3), 304-318. https://doi.org/10.1080/14733285.2016.1221058 [Google Scholar] [Crossref] 
  7. Camasso, M. J., & Jagannathan, R. (2018). Improving academic outcomes in poor urban schools through nature-based learning. Cambridge Journal of Education, 48(2), 263-277. https://doi.org/10.1080/0305764X.2017.1324020 [Google Scholar] [Crossref] 
  8. Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2),35-48. [Google Scholar]
  9. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (eight edition). Abingdon, Oxon. [Google Scholar]
  10. Cotugna, N., Manning, C. K., & DiDomenico, J. (2012). Impact of the use of produce grown in an elementary school garden on consumption of vegetables at school lunch. Journal of Hunger & Environmental Nutrition, 7(1), 11-19. https://doi.org/10.1080/19320248.2012.649668 [Google Scholar] [Crossref] 
  11. Demirbaş, M., & Yağbasan, R. (2006). Fen bilgisi öğretiminde bilimsel tutumların işlevsel önemi ve bilimsel tutum ölçeğinin Türkçeye uyarlanma çalışması [The functional importance of scientific attitudes in science teaching and adoptation of scientific attitude scale into Turkish]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 271-299. [Google Scholar]
  12. Department for Education and Skills (DfES). (2006). Learning outside the classroom manifesto. https://www.gov.uk/government/organisations/department-for-education-and-skills [Google Scholar]
  13. Dori, Y. J., & Tall, R. T. (2000). Formal and informal collaborative projects: engaging in industry with environmental awareness. Science Education, 84(1), 95- 113. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<95::AID-SCE7>3.0.CO;2-W [Google Scholar] [Crossref] 
  14. Dirks, A. E., & Orvis, K. (2005). An evaluation of the junior master gardener program in third grade classrooms. HortTechnology, 15(3), 443-447. https://doi.org/10.21273/HORTTECH.15.3.0443 [Google Scholar] [Crossref] 
  15. Duncan, D. W., Collins, A., Fuhrman, N. E., Knauft, D. A., & Berle, D. C. (2016). The Impacts of a School Garden Program on Urban Middle School Youth. Journal of Agricultural Education, 57(4), 174-185. [Google Scholar]
  16. Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. [Google Scholar]
  17. Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Lanham, MD/Plymouth: Altamira press. [Google Scholar]
  18. Fisher-Maltese, C., & Zimmerman, T. D. (2015). A Garden-Based Approach to Teaching Life Science Produces Shifts in Students' Attitudes toward the Environment. International Journal of Environmental and Science Education, 10(1), 51-66. [Google Scholar]
  19. Ford, P. (1986). Outdoor education: Definition and philosophy. N. Mexico: ERİC Clearinghouse on Rural Education and Small Schools. [Google Scholar]
  20. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill. [Google Scholar]
  21. Greer, A. E., Rainville, K., Knausenberger, A., & Sandolo, C. (2019). Opportunities for school garden-based health education in a lower-income, diverse, urban school district. American Journal of Health Education, 50(4), 257-266. https://doi.org/10.1080/19325037.2019.1616010 [Google Scholar] [Crossref] 
  22. Grigg, R., & Lewis, H. (2016). A-Z of Learning Outside the Classroom. Bloombsury Publishing: London. [Google Scholar]
  23. Jagannathan, R., Camasso, M. J., & Delacalle, M. (2018). The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools. Evaluation and Program Planning, 66, 53-62. https://doi.org/10.1016/j.evalprogplan.2017.09.00 [Google Scholar] [Crossref] 
  24. Klemmer, C. D., Waliczek, T. M., & Zajicek, J. M. (2005). Growing minds: The effect of a school gardening program on the science achievement of elementary students. HortTechnology, 15(3), 448-452. https://doi.org/10.21273/HORTTECH.15.3.0448 [Google Scholar] [Crossref] 
  25. Köseoğlu, P., & Türkmen, H. (2020). Perspectives of science teacher about science teaching in informal setting. Journal of Research in Informal Environments, 5(1), 44-58. [Google Scholar]
  26. Laçin Şimşek C., & Nuhoğlu H. (2009). Fen konularına yönelik geçerli ve güvenilir bir ilgi ölçeği geliştirme [The development of a reliable and valid cruosity scale for science subjects]. The Journal of SAU Education Faculty, 18, 28–41. [Google Scholar]
  27. Louv, R. (2017). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books of Chapel Hill: New York [Google Scholar]
  28. Ministry of National Education [MoNE]. (2018). Science lesson curriculum (Primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325 [Google Scholar]
  29. Morgan, P. J., Warren, J. M., Lubans, D. R., Saunders, K. L., Quick, G. I., & Collins, C. E. (2010). The impact of nutrition education with and without a school garden on knowledge, vegetable intake and preferences and quality of school life among primary-school students. Public Health Nutrition, 13(11), 1931-1940. https://doi.org/10.1017/S1368980010000959 [Google Scholar] [Crossref] 
  30. Passy, R. (2014). School gardens: Teaching and learning outside the front door. Education 3-13, 42(1), 23-38. https://doi.org/10.1080/03004279.2011.636371 [Google Scholar] [Crossref] 
  31. Patchen, A. K., Zhang, L., & Barnett, M. (2017). Growing plants and scientists: Fostering positive attitudes toward science among all participants in an afterschool hydroponics program. Journal of Science Education and Technology, 26(3), 279-294. [Google Scholar]
  32. Priest, S. (1986). Redefining outdoor education: A matter of many relationships. Journal of Environmental Education, 17(3), 13-15. [Google Scholar]
  33. Ratcliffe, M. M., Merrigan, K. A., Rogers, B. L., & Goldberg, J. P. (2011). The effects of school garden experiences on middle school-aged students’ knowledge, attitudes, and behaviors associated with vegetable consumption. Health Promotion Practice, 12(1), 36-43. https://doi.org/10.1177/15248399093491 [Google Scholar] [Crossref] 
  34. Stoecklin, V. L. (2009). My summers at beanstalk Children’s Garden. Gardening with Children, 80-84. [Google Scholar]
  35. Tatar, N., & Bağrıyanık, K. E. (2012). Opinions of science and technology teachers about outdoor education. İlköğretim Online, 11(4), 883-896. [Google Scholar]
  36. Ürey, M., & Cepni, S. (2015). Evaluation of the effect of science-based and interdisciplinary school garden program on some science and technology course from different variables. Hacettepe Hacettepe University Journal of Education, 30(2), 166-184. [Google Scholar]
  37. Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211-235. https://doi.org/10.3102/0034654313475824 [Google Scholar] [Crossref] 
  38. Williams, D. R., Brule, H., Kelley, S. S., & Skinner, E. A. (2018). Science in the Learning Gardens (SciLG): A study of students’ motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(1), 1-14. https://doi.org/10.1186/s40594-018-0104-9 [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 18 Issue 1

March 2023

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.