The effect of out-of-school learning environments on students' 21st century skills and scientific process skills

The aim of this study is to examine the effects of out-of-school learning environments on students' scientific process skills and 21st-century skills. An explanatory sequential mixed method design was adopted in the research. In the quantitative phase, a one-group pretest–posttest quasi-experimental design was used. Accordingly, students' pretest and posttest scores from the scientific process skills test and the 21st-century skills scale were compared. Qualitative data were collected through student field trip journals and semi-structured interviews. The study was conducted with 7th-grade students. During the implementation process, students participated in various out-of-school learning activities, including visits to a biogas plant, a water treatment facility, a university campus, and astronomical observation using a telescope. Quantitative and qualitative findings revealed significant improvements in students' scientific process skills and 21st-century competencies. It was found that students demonstrated notable development in scientific process skills such as making observations, classifying, using spatial and temporal relationships, identifying and controlling variables, interpreting data, conducting experiments, and forming hypotheses. Furthermore, significant progress was observed in diverse 21st-century skills such as creativity and innovation, critical thinking and problem-solving, communication, collaboration, information literacy, entrepreneurship and self-management, flexibility and adaptability, productivity and responsibility, and leadership. Students reported that these processes made science lessons more meaningful, enjoyable, and memorable, increasing their interest and engagement in the subject. In conclusion, the study revealed that out-of-school learning environments are effective not only in supporting students' cognitive development but also in fostering their emotional and social growth, thereby enhancing their multifaceted skills. Therefore, it is recommended that such environments be integrated into science education in a more systematic, planned, and widespread manner. Keywords: Out-of-school learning, science process skills, 21st-century skills.