Out-of-the-School Learning Environments in Values Education: Science Centres and Museums

Abstract

This study focuses on the importance of using out-of the school learning environments in values education. A case study, one of the qualitative research designs, was employed in this study. A group of 55 students was formed with the second and third year students of the Faculty of Education, and science centres (Feza Gursey Science Centre) and museums (Rahmi Koc Science Museum, Ataturk's Mausoleum-historical museum) were chosen for application as out-of-the-school learning environments in the application process. Categorical analysis was performed in the analyses of the data. The research results demonstrated that definition category was used most in the value of aesthetics; results category was used most in sensitivity to cultural heritage, and examples category was used most in patriotism category. Besides, scientific, solidarity and aesthetic values were further explained through examples after the application. Following the application, it was observed from students' answers that definitioins were usually replaced by results and examples. This showed that out-of-the-school learning environments contributed to the process of students' concretizing their knowledge.(C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu

Full text

Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2765 – 2771
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu
doi: 10.1016/j.sbspro.2012.05.562
WCES 2012
Out-of-the- school learning environments in values education:
science centres and museums
Adem Tasdemira, Zafer Kusb, Tezcan Kartalc
*
abc
Abstract
This st udy focuses on the importance of using out-of the school learning environments in values education. A case study, one of
the qualitative research designs, was employed in this study. A group of 55 students was formed with the second and third year
students of the Faculty of Education, and science cent
- historical museum) were chosen for application as out-of-the-school learning environments in the
application process. Categorical analysis was performed in the analyses of the data. The research results demonstrated that
definition category was used most in the value of aesthetics; results category was used most in sensitivity to cultural heritage, and
examples category was used most in patriotism category. Besides, scientific, solidarity and aesthetic values were further explained
re
usual ly replaced by results and examples. This showed that out-of-the-school learning environments contributed to the process of
2012 Published by Elsevier Ltd. Sel ection and/ or peer-review under responsibility of [name organizer]
Keywords: Values education, out-of-the-school learning environments, prospective teachers
1. Introduction
which differ in importance (Schwartz, 1994). They are the things that people consider valuable, and chase to reach;
they are the things that people wish to attain. They may be such material things as properties, a big fortune and health
or such moral values as love of God, patriotism and liberty (Bolay, 2010). The systems of beliefs, ideas and norms
constituting the social culture are all referred to as values (Tural, 1992).
affective gains, and to guide them in raising them as individuals who can use knowledge accurately and appropriately
all through their lives; rather than just to load them with knowledge. When seen from the perspective of a student, the
student forms his or her own knowledge, understanding, personal values and identity (Veugelers, 2000). In this sense,
it is important that students, the most important component of the system, learn the awareness of their own affective
features. In this process, values education and the application of values are conceptualised as one of the most powerful
vehicles of school, programmes and socialisation. School, in particular, has always been an issue of concern for
*
Corresponding author. Tel.: +90 3862114208; fax: +90 3862114513.
E-mail address: atasdemmir@gmail.com
Available online at www.sciencedirect.com
© 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu
Open access under CC BY-NC-ND license.
Open access under CC BY-NC-ND Open access under CC BY-NC-ND license.

2766 Adem Tasdemir et al. / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2765 – 2771
educators in the role of education and in the formation of values (Bills and Husbands, 2005). On the other hand, it is
commonly known that the rules of school, official and religious ceremonies, activities which have become customary
are all influential in the acquisition of values. However, teaching the values is not limited only to the application of
curriculum in class or in school.
Out-of-the-school learning environments also occupy an important place in the teaching of values. Learning outside
the school is important not only in the teaching of values but also in forming the foundation for lifelong learning. In
order to be able to use out-of-the-school learning effectively, it should be used in teacher training institutions
effectively, and prospective teachers should be taught its importance in values education and in lifelong learning. This
study emphasises the importance of science centres and museums, which are among out-of-the-school learning
environments and which are included in the study for application.
2. Method
A case study, one of the qualitative research designs, was employed in this study. The use of out-of-the-school
learning environments as a distinct approach and its effects on prospective teachers were considered as phenomena in
the process, and the research was conducted accordingly.
2.1. Study Group
The research group was composed of 55 students attending the Faculty of Education (elementary school teaching
social studies teaching, science teaching departments) who were chosen through maximum sampling; and science
- historical
museum) were chosen for application as out-of-the-school learning environments in the application process.
2.2. Data Collection Tools
The data collected in qualitative research studies may be in the form of observation notes, interview records,
documents, pictures and presentations through graphs (Cohen, Manion and Morrison, 2007; Ritchie and Lewis, 2003);
-ended questions
prepared by t
of the values was checked through document analysis. A measurement tool developed by the researcher and
containing six values (being scientific, responsibility, patriotism, sensitivity to cultural heritage, solidarity, and
aesthetics) was employed in the research as the data collection tool. Here, students were given such questions as
the basic source of data.
The measurement tool developed was designed as two dimensional. On the first dimension the students were asked
to write a composition about what they thought about the value, and on the second dimension they were asked to draw
a picture of it. In this way, the students were given the freedom in writing in their own words, in expressing their
views as pictures and in choosing and relating them. Besides, the learning outputs which were too complex to measure
with other methods were also evaluated.

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Adem Tasdemir et al. / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2765 – 2771
2.3. The Process of Application
2.4. Data Analysis
The documents obtained were then analysed through categorical analysis, one of the methods of content analysis. In
this process, the stages of (1) encoding and selecting, (2) category developing, (3) determining the frequencies, and (4)
achieving validity a
made by the researchers were interpreted by calculating the number of agreements and disagreements.
3. Findings and Interpretation
Table 1. The distribution of Concepts formed in the pre and post Applications for Values
Values/Categories
Definition
Results
Examples
%
f
%
f
%
f
%
Patriotism
75
77,3
12
12,4
10
10,3
97
196
17,5
Son
87
87,9
2
2,0
10
10,1
99
Aesthetics
98
94,2
3
2,9
3
2,9
104
189
16,8
Son
65
76,5
10
11,8
10
11,8
85
Scientific
76
88,4
10
11,6
0
0,0
86
171
15,2
Son
76
89,4
3
3,5
6
7,1
85
Solidarity
92
86,0
15
14,0
0
0,0
107
168
15,0
Son
49
80,3
6
9,8
6
9,8
61
Responsibility
64
79,0
8
9,9
9
11,1
81
143
12,7
Son
52
83,9
7
11,3
3
4,8
62
Sensitivity to
cultural heritage
81
58,3
48
34,5
10
7,2
139
255
22,7
Son
26
22,4
86
74,1
4
3,4
116
846
75,4
210
18,7
66
5,9
1122
According to Table 1, concepts for sensitivity to cultural heritage are the most (22.7%) but the concepts for
responsibility are the least (12.7%) in number. Those concepts clustered most in the definition category (75%), least in
the examples category (5.6%).
Planning the activity
Orientation
Applying the measurement tools/ obtaining the views
(pre-application)
Application
- histori cal museum)
Setting the objectives
Determining the journey
schedule
Applying the measurement tools/ obtaining the views
(post-application)
Using t he documents (being scientific,
responsibility, patriotism, sensiti vity to
cultural heritage, solidarity, aesthetics)
- announcing the journe y schedu le
- informing about the target
- offering education on the places to go
-deter mining the rules

2768 Adem Tasdemir et al. / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2765 – 2771
The students used the category of definition in the value of aesthetics, the category of results in the value of
sensitivity to cultural heritage, and the category of examples in the value of patriotism most. Yet, it was found in the
pre-applications of the categories of being scientific and of solidarity that concepts related with the category of
examples were not formed.
Following the application, the answers given by students in terms of the values of aesthetics, solidarity,
responsibility, and sensitivity to cultural heritage were put under the categories of results and examples.
Table 2. The Distribution of Concepts Formed in Relation to the Value of Patrioti sm according to Categories
Application
Definition/process
Results
Examples
Pre-
homeland (18), protecting the
improve the country/nation (12),
sacrificing his life and all belongings
for his country (10), other (13)
Educational, scientific and
military contributions (5),
we should mind unity and
solidarity (3), other (3)
Ottomans are our ancestors (1), not
polluti ng the en vironment (1), working for
the Japanese (1)knowing that we gwon our
homela nd with di fficulty (1), representing
the country with the flag in every field (1),
other (3)
Post-
contributions to her development
(13), being able to give up everything
), defending the
countr y (13), prot ecting the
homela nd(7), protect ing the
traditions, customs and the culture
way (4), other (11)
Homeland mea ns liberty
(1), our national feelings
Mausoleum (1)
W
for her child (1), the right of electing/being
elected (1), feeling the national feelings at
In Table 2, the students described the value of patriotism with the concepts of loving and protecting (18), defending
(18), and working (12) in the pre-application whereas they described it with the concepts of working for and making
contributions to her development (14), loving (13), giving up everything for the country(13), and defending it (13) in
the post-application. In the results category, educational, scientific and military contributions (5) and minding unity
and solidarity (3) were emphasised in the pre-application while such answers as homeland means liberty (1), and our
-application.
Table 3. The Distribution of Concepts Formed in Relation to the Value of Aesthetics according to Categories
Application
Definition/process
Results
Examples
Pre-
It is beauty (23), changes from person to
person -relative- subjec tive (23), nice,
pleasant-looking (23), beauty of Works of
art (69, gives people pleasure(4), unique
order of things in nature (3), beaut y
appealing to eyes and heart (2), having
nice thought s (2), other (1 2)
Being en joyed by society (1), something needs
to be aecthetic so that it is enjoyed (1), the
aesthetic one catches attention (1)
Post-
Beauty (17), relative-subjective(11),
looking and sounding good (14), artistic
value (3), finding beautiful (3), other (22)
makes remembering easier (1), aesthetic is
possibl e through travel ling a nd seeing (1) adds
meaning into life (1), increases value (1),
everything we see in museums (1), aesthetics is
beyond the concept of beauty (1)
Works and
toys in Rahmi
(5)
According to Table 3, the value of aesthetics was described as beauty (23), changing from person to person-
relative- subjective (23), nice (23) in the pre-application; yet it was described as beauty (17), relative-subjective (11),
looking and sounding good (14) in the post-application. However, in the post-application, examples concerning the
value of aesthetic increased.
Table 4. The Distribution of Concepts Formed in Relation to the Value of Being Scientific according to Categories

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Adem Tasdemir et al. / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2765 – 2771
Application
Definition/process
Results
Examples
Pre-
Knowledge whose accuracy was proven
through experiments and observations(19),
objectivity (5), generally valid knowledge
(5), cause-effect relationship (4), being
universal (4), being provable (4), making
the abstract thoughts into concrete ones (4),
everything to do with science (4), other (28)
Bringing benefits to humans (2),
the vali dity of scienti fic
knowle dge was refuted (2), other
(6)
Post-
Knowledge whose accuracy was proven(17),
knowledge based on experiments-
observations (7), accepted by everybody (5),
knowledge useful to man (5), demonstrating
the cause of an event by using scientific
method s (3), thou ght based on sci entifi c
methods (3), other (36)
The tangible products in
consequence of work (2), related
with science and technology and
astronomy (1)
Science Centre (4), we
reached the truths by
experimenting in Feza
discovery of gravity (1)
According to Table 4 , the value of being scientific was described as knowledge whose accuracy was pr oven
through experiments and observations(19), objectivity (5), generally valid knowledge (5) in the pre-application but it
was described as knowledge whose accuracy was proven(17), knowledge based on experiments- observations (7) in
the post-application. Besides, the students did not use examples in the pre-application, but they used examples in the
post-application.
Table 5. The Distribution of Concepts Formed in Relation to the Value of Solidarity according to Categories
Application
Definition/process
Results
Examples
Pre-
helping each other (22),
unity and togetherness, acting
together (21), doing jointly,
cooperation (21), helping with no
payment (3), being next t o people
in hard times (3), other (20)
People should be in solidarity (4),
unless there is solidarity, there is no
respect, and then society is
disintegrated (4), work becomes easier
(2), living in peace (2), other (4)
Post-
Unity between individuals/unity -
togetherness (17), helping people in
need (6), being in peace and
cooperation (3)gathering for the
same purpose (3), other (19)
Unity and solidarity emerg e in
consequence (1), if there is no
solidarity, there is no integration (1),
contributes to order in society (1),
other (3)
wars (1), we see solidarity at
um (1), help
when earthquake happens (1),
other (3)
According to Table 5 , the value of solidarity was described as p
togetherness, acting together (21), doing jointly, cooperation (21) in the pre-application; but it was described with the
concept of unity-togetherness (17) in the post-
Mausoleum (historical museum) were commonly given in the post-application.
Table 6. The Distribution of Concepts Formed in Relation to the Value of Responsibility according to Categories

2770 Adem Tasdemir et al. / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2765 – 2771
Application
Definition/process
Results
Examples
Pre-
Fulfilling the tasks expected of
him (26), the feeling o f
obligatory in front of the world,
people, natu re and parents (4 ),
and other s (3), being con sciou s of
things (3), other (22)
Improvement is impossible without
responsibility (1), struggling with problems (1),
what they
have done (1), raising individuals with
responsibility (1), impossible without trust (1),
man has to live with responsibility (1) , fulfilling
makes a person happy , makes solution
accessible (1 ), ever ything beco mes regular (1)
We are responsible for
our country and nation
and tasks in soci ety (2),
fulfilling the tasks (2),
other (2)
Post-
Tasks that somebody
undertakes(30), task that
someone is supposed to do (3),
accepting the consequences of
an action (3), other (16 )
Necessary for the setti ng or life (1), persona with
no responsibilit ies is not courageous (1), the
work of a person with responsibility does not
come to a halt (1), other (4)
Arrving in time for a
journey (1), conscousness
for protecting what is left
by Ataturk (1), our tasks
for our country (1)
In Table 6, the value of responsibility was described as fulfilling the tasks expected of him (26) in the pre-
application whereas it was described as tasks that somebody undertakes(30) in the post-application. In addition,
concrete examples were also given for out-of-the school learning environments.
Table 7. The Distribution of Concepts Formed in Relation to t he Value of S ensitivity to Cultural Heritage according to Categ ories
Application
Definition/process
Results
Examples
Pre-
Protecting the culture (18), handing
down to next generations (18),
materialistic a nd spiritual cultural values
descending from the past (13), protecting
historical pieces (4), being aware and
teaching (4), other (24)
We should preser ve our past ( our va lues)
(25), we should be sensitive to the cultural
herita ge (4), pr ovides information ab out
the past values (3), it sustains the society
(2), we can find directions thanks to the
past (2), other (11)
Historical things dating
from the pa st, natural
beauties, museums (2),
social, cultural and
economic things made
by people (2), other (6)
Post-
Materialistic and moral values such as
language, religion, and geography (4),
embracing the values of soci ety (3), other
(19)
we should embrace the cultural
herita ge/our pa st (17), we should hand it
down to next generations (13), we should
be sensitive (8), other (24)
We saw that Ataturk
had lived in harmony
with Turkish culture (2)
In Table 7, the value of sensitivity to cultural heritage was described as protecting the culture (18), handing down
to next generations (18), materialistic and spiritual cultural values descending from the past (13) in the pre-application
while it is described as materialistic and moral values such as language, religion, and geography in the post-
application.
4. Conclusion
The highest number of concepts was in the value of sensitivity to cultural heritage while the lowest number of
concepts was in the value of responsibility in the current study, which examines the effects of science centres and
museums (used as out-of-th e-school learning envir onments) on students in developing the values. The students mostl y
used definitions in explaining the values but the examples they gave were used the least in their explanations.
The research results demonstrated that definition category was used most in the value of aesthetics; results category
was used most in sensitivity to cultural heritage, and examples category was used most in patriotism category.
Besides, the number of examples for scientific, solidarity and aesthetic values was observed to have increased after the
application
by results and examples. This situation may be interpreted as the contribution of out-of-the-school learning
With regard to the value of patriotism, students used the concepts of loving and protecting, defending in the pre-
application whereas they described it with the concepts of working for and making contributions to her development,
loving, giving up everything for the country, and defending it in the post-application.
Following the application, the students mentioned the places they had visited and thus they explained the values of
aesthetics, being scientific, and solidarity by giving examples. As to the value of responsibility, they used such

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Adem Tasdemir et al. / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2765 – 2771
previously.
Based on the findings of the current research, activities related with out-of-the-school learning environments could
be included in teaching especially in making the abstract knowledge more concrete. Besides, the goals for out-of-the-
school learning environments should implicitly be included in the course content of the faculties of education.
Acknowledgements
This study has been funded by the SBA 11-11 in Ahi Evran University Scientific Research Project Department.
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