An investigation of preservice elementary mathematics teachers' self-efficacy and attitudes towards outdoor learning activities

To achieve the goals of the mathematics curriculum, in-school education alone is not enough; there is also a need for outdoor education. Therefore, teachers need to have the necessary knowledge and skills to provide students with opportunities to learn mathematics outside of school. To acquire this knowledge and skills, it is important for teachers to receive training on outdoor learning during their undergraduate education and in-service training. Along with the training they receive, pre-service teachers gain the skills to support their students in out-of-school learning environments during their in-service periods. These skills are based on cognitive, affective, and behavioral abilities. The main purpose of this study is to examine the self-efficacy and attitudes of pre-service elementary mathematics teachers towards outdoor learning activities in mathematics teaching. The sample consisted of 61 fourth grade pre-service elementary mathematics teachers who took the elective course "Outdoor Learning Environments in Mathematics Teaching" at a state university in Turkey in the spring semester of the 2021-2022 academic year. The embedded design of the mixed research method was used, supporting the quantitative findings obtained within the scope of the purpose and subject of the study with qualitative findings. A 14-week study plan was prepared and implemented with an expert educator within the scope of the elective course. The data were collected using the "Teacher Self-Efficacy Beliefs Scale for Outdoor Learning (OLE) Activities", "Teacher Attitude Scale for Outdoor Learning Activities (OLEA)" and the 2-stage "Outdoor Learning Environments in Mathematics Teaching Activity Reflection Form" developed by the researcher. The validity and reliability of the scales were ensured. Quantitative data were analyzed by paired samples t-test and qualitative data were analyzed using the descriptive deductive analysis method. As a result of the research, it was concluded that pre-service elementary mathematics teachers' attitudes towards outdoor learning activities improved significantly in a positive direction from pre-test to post-test, with a small effect size. Their self-efficacy beliefs towards outdoor learning activities also improved significantly in a positive direction from pre-test to post-test, with a near high effect size. These results were supported by both quantitative data and confirmed by qualitative findings. In line with the results obtained, several suggestions were made to further support pre-service mathematics teachers' self-efficacy beliefs and attitudes towards out-of-school learning activities.