scholarly journals The Self-Efficacy of Classroom Teachers to Organize Educational Trips to Out-of-School Learning Environments

2021 ◽  
Vol 18 (2) ◽  
pp. 295-322
Author(s):  
Kubra YURTDAKAL ◽  
◽  
Hamdi KARAKAS ◽  
Keyword(s):  
Learning Environments ◽  
Self Efficacy ◽  
The Self ◽  
Classroom Teachers ◽  
School Learning ◽  
Out Of School

scholarly journals Impact of Using ICT for Learning Purposes on Self-Efficacy and Persistence: Evidence from Pisa 2018

2021 ◽  
Vol 13 (11) ◽  
pp. 6463
Author(s):  
Rikito Hori ◽  
Makoto Fujii
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Ict Use ◽  
Global Pandemic ◽  
School Learning ◽  
The Impact ◽  
Out Of School

In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students’ desire to learn outside of class.

scholarly journals Non-formal science education: The relevance of science camps

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Julia Halonen ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Relevance Theory ◽  
Societal Relevance ◽  
School Learning ◽  
Formal Science ◽  
The Individual ◽  
The University ◽  
The Impact ◽  
Out Of School

Non-formal science education means goal-oriented learning outside of school. The use of out of school learning environments (e.g. science camps) has been found to increase motivation and interest in natural sciences. In this study, the relevance of non-formal science education in science camps has been analyzed from the perspectives of children and families, which has not been studied before. The analysis of relevance has been based on the relevance theory developed by Stuckey, Hofstein, Mamlok-Naaman & Eilks in 2013. The study focuses on the 46 science camps organized by the University of Helsinki LUMA Centre in the years 2015 and 2016, involving more than 900 schoolchildren and some of their parents (N=124). The study examined also the impact of children’s gender and children’s earlier interest in science on the relevance of chemistry related science camps. Survey and theme interview were both used as research methods. The results of the survey show that non-formal science education in science camps is relevant according to both the children and the families, mainly at the level of individual relevance, with emphasis on present and intrinsic dimensions of relevance. The tasks related to the camp themes, for example in chemistry camps, experimental work in the laboratory, and friends made in the science camps are the most relevant for children. The chemistry science camps are individually most relevant to those children who didn’t have much earlier interest in chemistry. Boys are more confident about their own interests at the individual relevance level than girls. At the level of societal relevance, boys are more focused on present-day relevance than girls when girls also consider the future. The levels of societal and vocational relevance were only slightly visible in the answers of the survey. However, based on theme interviews, camps were considered as relevant for all relevance levels of the relevance theory. The results of this research can be utilized in the development of out of school learning environments, especially in the development of science camps and in further research.

scholarly journals The Experience of Assessing Out-of-School Learning Environments

2017 ◽  
Vol 5 (8) ◽  
pp. 1410-1424
Author(s):  
Halit Kiriktaş ◽  
Sinan Eslek
Keyword(s):  
Learning Environments ◽  
School Learning ◽  
Out Of School

scholarly journals HUBUNGAN EFIKASI DIRI DENGAN KETERIKATAN KERJA PADA GURU KELAS DI SEKOLAH INKLUSI DI JAKARTA

2020 ◽  
Vol 4 (2) ◽  
pp. 393
Author(s):  
Nathania Tanurezal ◽  
Raja Oloan Tumanggor
Keyword(s):  
Work Engagement ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Positive Relationship ◽  
Pearson Correlation ◽  
The Self ◽  
Classroom Teachers ◽  
Inclusive Schools ◽  
Convenience Sampling ◽  
And Performance

Profession as class teacher in inclusive schools is not an easy profession, especially if the teacher lacks the required competencies. Lack of competence can affect self-efficacy associated with work engagement to classroom teachers. Self-efficacy is one's belief in one's ability to complete a task or goal and to produce the desired positive effect.Meanwhile, work engagement is defined as a positive work attitude and performance that can improve overall company performance.This study aims to determine whether there is a positive relationship between self efficacy and work engagement to classroom teachers in inclusive schools. This research is a non-experimental quantitative research that tests the correlation between two variables using convenience sampling techniques. The measuring instrument used was a self-efficacy scale developed by Jerusalem and Schwarzer, and a work engagement scale developed by Schaufeli, González-Romá, and Bakker. The subjects in this study were 34 class teachers in inclusive schools in Jakarta. The results of the analysis using the Pearson correlation test have the results of r = 0.459, p = 0.006 <0.05, so it can be concluded that self efficacy has a significant positive relationship with work engagement to class teachers in inclusive schools. Then it can be said that the higher the self efficacy is, the higher the work engagement will be. Vice versa, the lower the self efficacy is, the lower the work engagement will be. Profesi guru kelas di sekolah inklusi bukanlah profesi yang mudah, terutama apabila guru kurang memiliki kompetensi yang dibutuhkan. Kurangnya kompetensi dapat mempengaruhi efikasi diri yang dikaitkan dengan keterikatan kerja pada guru kelas. Efikasi diri merupakan keyakinan seseorang atas kemampuan yang dimiliki oleh seseorang agar dapat menyelesaikan suatu tugas atau tujuan dan dapat menghasilkan efek positif yang diinginkan. Sementara keterikatan kerja adalah Keterikatan kerja didefinisikan sebagai sikap dan performa kerja positif yang dapat meningkatkan performa perusahaan secara keseluruhan. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan positif antara efikasi diri dengan keterikatan kerja pada guru kelas di sekolah inklusi. Penelitian ini merupakan penelitian kuantitatif non eksperimental yang menguji korelasi antar dua variabel dengan menggunakan teknik convenience sampling. Alat ukur yang digunakan adalah Skala Efikasi Diri yang dikembangkan oleh Jerusalem dan Schwarzer, serta Skala Keterikatan Kerja yang dikembangkan Schaufeli, González-Romá, dan Bakker. Subyek pada penelitian ini merupakan 34 orang guru kelas di sekolah inklusi di Jakarta. Hasil analisis menggunakan uji korelasi Pearson memiliki hasil r = 0.459, p = 0.006<0.05, sehingga dapat disimpulkan bahwa efikasi diri memiliki hubungan positif yang signifikan dengan keterikatan kerja pada guru kelas di sekolah inklusi. Maka dapat dikatakan bahwa semakin tinggi efikasi diri, maka akan semakin tinggi keterikatan kerja. Demikian juga sebaliknya, semakin rendah efikasi diri, maka semakin rendah juga keterikatan kerja.

scholarly journals Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)

2013 ◽  
Vol 3 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Ragıp Çavuş ◽  
Ünsal Umdu Topsakal ◽  
Aysun Öztuna Kaplan
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Analysis Method ◽  
Informal Learning Environments ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Formal And Informal Learning ◽  
School Learning ◽  
Out Of School

The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

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