The effect of out-of-school learning environments on secondary school students sustainable environment attitudes, achievement and environmental attitude

The aim of this study is to examine the effects of secondary school students' out-ofschool learning environments on their sustainable environmental attitudes, achievements and environmental attitudes in the science course. The research group consisted of 5th grade secondary school students studying at the public school in Kavaklıdere district of Muğla in the 2023-2024 academic year. The research group consisted of 20 students (n=20) in the experimental group, where the 'Human and Environment' unit was applied in out-of-school learning environments, and 20 students (n=20) in the control group, where the teaching methods aimed at the science course curriculum were applied, for a total of 40 students. In this research, quantitative and qualitative methods were used together, and 'pretestposttest control group quasi-experimental design' from the experimental design model was used to obtain quantitative data. While the independent variable of the research was Out-of-School Learning Environments, the dependent variable was determined as sustainable environmental attitudes, access and environmental attitude. A semi-structured interview form was used to obtain qualitative data in the research. Data collection tool, access test, 2-DM (Two-factor environmental values model) Attitude Scale, Sustainable Environmental Attitude Scale and semi-structured interview form developed by the researcher were used in quantitative data, taking into account the achievements in the 'Human and Environmental' unit of the science course, 2-DM (Two-factor environmental values model) Attitude Scale and semi-structured interview form developed by the researcher. In the analysis of the data, pre-test-post-test sustainable environmental attitude, access and environmental attitude scores of the groups were compared and t-test analysis was selected for the independent groups. In the research, the data obtained from the semi-structured interview form were tested by content analysis. As a result of the quantitative findings obtained in the research, a positive feedback was provided and a significant difference was found in the access of Out-of-School Learning Environments and sustainable environmental attitudes in the experimental group. 2-When looking at the CDI (Two-factor environmental values model) attitude scale, there was no significant difference in the experimental and control group pre-test and post-test scores. Qualitative data were analyzed by content analysis. In line with the obtained result, they stated their opinions that science learning is very exciting for the experimental group students in Extracurricular Learning Environments, ensures the permanence of knowledge and helps them to get to know the environment in science education. It is recommended that different courses and units are processed in extracurricular learning environments and that the student get to know the natural environment.