Determination of the Contribution of Station Technique in Informal Learning Environments (STiIL) to Learning Domains

Autor/inn/en	Yigit, Nevzat; Sivrikaya, Ebru; Guven, Ebru Mazlum
Titel	Determination of the Contribution of Station Technique in Informal Learning Environments (STiIL) to Learning Domains
Quelle	In: Journal of Turkish Science Education, 18 (2021) 3, S.371-388 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yigit, Nevzat) ORCID (Sivrikaya, Ebru) ORCID (Guven, Ebru Mazlum)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	High School Students; Grade 11; Science Instruction; Biology; Secondary School Science; Foreign Countries; Informal Education; Learning Centers (Classroom); Instructional Effectiveness; Physiology; Cognitive Ability; Psychological Patterns; Daily Living Skills; Turkey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Ausland; Informelle Bildung; Nichtformale Bildung; Unterrichtsdifferenzierung; Unterrichtserfolg; Physiologie; Denkfähigkeit; Alltagsfertigkeit; Türkei
Abstract	The informal learning environment and the station technique provide students with learning environments where they can be active and materialize the abstract terms. With this regard, the purpose of the study was to determine the contribution of activities, which are carried out through the station technique in informal learning environments (STiIL), to the cognitive, affective, and life skills of eleventh-grade high school students. The participants of the study are 26 eleventh-grade students. The "Musculoskeletal System" topic within the scope of the study is addressed through the station technique in the 2018-2019 educational year. The data-gathering tools for the study are semi-structured questionnaires, focus group interviews, and researcher journals. Deductive and descriptive analyses were performed together on the qualitative data. Results showed that teaching with STiIL increases learning and retention of knowledge in the cognitive domain. It improves the affective skills of students in terms of eagerness to learn and makes the teaching and learning process entertaining. Self-confidence and communication skills stand out in the life skills domain. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01