An investigation of learning flow model supported out-of-school science teaching in terms of different variables

This study was conducted to determine the effects of learning flow model supported out-of-school science teaching on the academic achievement, attitudes towards science course, motivation and responsibility levels of 3rd grade students. The study was conducted using the convergent parallel mixed method. Quantitative data were collected using a pre-test/post-test design with an unbalanced control group and qualitative data were collected using a case study design. The sample of the study was determined by convenient sampling method and 63 third grade students studying in a public primary school in Canik district of Samsun province in the 2022-2023 academic year were studied during the research process. There was one experimental and one control group in the study. In the control group, the lessons were carried out in the classroom environment for a total of 18 hours for six weeks, three hours a week, in accordance with the Science Course Curriculum prepared by the Ministry of National Education. In the experimental group, the lessons were carried out with out-of-school learning activities prepared by the researcher based on Joseph Cornell's Learning Flow Model in line with the acquisitions in the same curriculum. The activity implementations were carried out at Canik Namiye-Mümin Erol Nature and Science School. The implementations were carried out for a total of six weeks and 18 hours, one day a week for three hours. Quantitative data were collected through "Journey to the World of Living Things Unit Achievement Test", "Science Lesson Focused Responsibility Scale", "Science Lesson Attitude Scale" and "Science Lesson Motivation Scale". Qualitative data were obtained through the end-of-day reflection essays written by the students in the experimental group after each week's activity. The results of the study revealed that the out-of-school science teaching practices supported by the learning flow model made a significant difference in the academic achievement, attitudes towards science, motivation and responsibility levels of the students in the experimental group compared to the control group, which was taught with traditional methods in the classroom environment. According to the findings obtained from the end-of-day reflection writings, it was concluded that the students answered the questions related to the learning outcomes correctly, felt happy and good, enjoyed the applications, and had a fun learning process without any difficulty. It was seen that the qualitative data obtained as a result of the research supported the quantitative data.