Science teachers' development and evaluation of guidance materials for out-of-school environments

Teachers have a great responsibility for planning learning in out-of-school environments and materials for this teaching. However, teachers consider themselves inadequate in terms of teaching in out-of-school environments and preparing and using materials for these environments. For this reason, it was aimed to ask teachers to design guide materials and evaluate these materials after a training on material knowledge that teachers can use in the process of activities planned to be carried out in out-of-school environments for science teaching. In this study, a mixed-origin exploratory sequential design model was utilized. This study was conducted with 16 science teachers working in Amasya province in the second semester of the 2022-2023 academic year. In this study, teachers' self-efficacy perception scale for developing and using materials in out-of-school learning environments, a semi-structured interview form, and a semi-structured evaluation rubric for evaluating the prepared materials were used as data collection tools. 16 science teachers applied to the "In-Service Training Program on Material Design and Out-of-School Learning Environments". Self-efficacy perception scale and interviews were conducted with the teachers before and after the training program. After the training program, the teachers were asked to prepare an excursion plan for teaching science courses in out-of-school environments and a material plan to be used before, during, and after the activity. After the training program, the teachers were asked to prepare an excursion plan and materials to be used before, during, and after the activity for teaching science courses in out-of-school settings. The trip plan and materials prepared by the teachers were evaluated by the researcher and the expert. As a result of the evaluation, the researcher finalized the materials by making necessary arrangements. After the in-service training program, a significant increase was observed in self-efficacy perceptions. In the in-service training program, teachers were given detailed information about out-of-school learning environments and material design, which increased their knowledge about out-of-school integration and the variety of examples they gave for out-of-school learning environments. It was concluded that they were more conscious about the importance of out-of-school learning environments in science teaching and about preparing and using materials. When teachers' materials were evaluated, it was concluded that they were at a good level. It is thought that the results of this research will contribute to the field and to teachers who want to teach out of school.