Original article | Open Access
Educational Policy Analysis and Strategic Research 2023, Vol. 18(1) 251-272
pp. 251 - 272 | DOI: https://doi.org/10.29329/epasr.2023.525.12
Publish Date: March 08, 2023 | Single/Total View: 54/357 | Single/Total Download: 80/505
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
APA 7th 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. https://doi.org/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. https://doi.org/10.29329/epasr.2023.525.12