Science Insights Education Frontiers

Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals

2025-10-08T10:38:00+00:00

The aim of this study is to examine the contributions of out-of-school learning environments to students’ cognitive, affective and psychomotor development in the context of science teaching from the perspectives of science teachers and school principals. In the study, which was conducted with the case study method, one of the qualitative research designs, semi-structured interviews were conducted with 16 science teachers and 11 school principals. teachers and school principals were selected using convenience sampling method. The data obtained were evaluated by content analysis. The results show that out-of-school learning environments increase students’ attitudes, motivation and interest in science; support the development of scientific process skills; and make significant contributions to permanent learning and the acquisition of social skills such as communication, empathy and self-confidence. Participants emphasize student-centered planning approaches that encourage active participation and are in line with the learning outcomes. However, it was revealed that teachers’ knowledge of legislation is more limited than that of school principals and out-of-school activities are usually organized a few times a year.

A Qualitative Investigation of Pre-Service Science Teachers’ Conceptual Understanding of the Concept of Light

2025-10-27T09:45:11+00:00

In science education and concept teaching, the ways individuals perceive concepts and the processes of establishing relationships between concepts are of great importance for meaningful learning. Conceptual deficiencies in both students and pre-service teachers can lead to problems in teaching processes and students’ learning. Therefore, it is important to determine the current knowledge levels of pre-service teachers regarding the concept of light, which is one of the fundamental concepts of science. The aim of this research is to qualitatively investigate the conceptual understanding of second-year science education students regarding the concept of light. The case study method, one of the qualitative research methods, was used in the research. The study group consisted of 45 pre-service teachers studying in the 2nd grade of the Science Education Program at a state university. Participants were selected using the convenience sampling method in terms of accessibility and practicality. As a data collection tool, three open-ended questions were used to determine the knowledge levels of the pre-service teachers regarding the concept of light. As a result of the research, it was determined that pre-service teachers had difficulty explaining the dual nature of light and mostly focused on the physical properties of light. It was found that pre-service teachers struggled to use scientific knowledge when explaining the concept of light and preferred to use affective expressions frequently used in their daily lives when providing explanations.

Teacher Support in Adapted Physical Education and Learning Engagement among Physically Disadvantaged College Students: The Mediating Role of Psychological Resilience

2026-03-26T21:06:52+00:00

Despite the advancements in inclusive education policies, physically disadvantaged college students still experience low engagement due to inadequate pedagogical adaptation and lack of psychological resources. Grounded in social support theory and positive psychology, the study aims to examine the direct relationship between teacher support and student learning engagement, and to assess the mediating effect of psychological resilience. A quantitative, cross-sectional survey design was used, involving 337 students from seven public and private universities. Data were collected through validated scales on teacher support, psychological resilience, and learning engagement. Paper-based surveys were administered in classrooms with informed consent and analyzed using PROCESS Macro (Model 4) in SPSS 29.0. Research methods included descriptive statistics, correlation, regression, and bootstrapped mediation analysis. The results reveal that teacher support significantly and positively predicted both student psychological resilience and learning engagement, with psychological resilience partially mediating the relationship between teacher support and student engagement. The study underscores the importance of emotional support and psychological empowerment in inclusive physical education.

Science Education beyond the Classroom: Out-of-School Learning Environments and Implementation Challenges

2026-03-26T20:47:48+00:00

Out-of-School learning environments (OSLEs) include all educational settings and scenarios outside the realm of formal schooling. As opposed to structured, compulsory, and subject-based school education, out-of-school learning is characterized as nonsequential, self-paced, and voluntary, emphasizing the construction and transfer of knowledge through real-world problem-solving (Falk, 2001). Specifically, OSLEs span science and technology centers, museums, nature conservation bases, community-based science centers, home education scenarios, all sorts of virtual educational spaces and more (Eshach, 2007; Yildirim, 2018). They share common features including providing learners with direct access to authentic objects, opportunities for experiential learning, and possibilities of generating personalized understanding in a free-choice atmosphere.

Developments in China’s Early Childhood Education in the Wake of the Institution of the Preschool Education Law of the People’s Republic of China

2026-03-26T21:17:37+00:00

The institution of the Preschool Education Law of the People’s Republic of China represents a milestone in the nation’s history of early childhood education. The law provides a legal framework for developing a generally accessible preschool education system, which is intended to span both urban and rural areas. This article gives a concise overview of the enactment of the law, delineates the improvements in pre-primary education in China as result of the law’s introduction, and highlights challenges of preschool education development in this country.