Effects of outdoor school ground lessons on students’ science process skills and scientific curiosity

Kan , Lin Ting and Sopiah Abdullah, (2014) Effects of outdoor school ground lessons on students’ science process skills and scientific curiosity. Journal of Education and Learning, 3 (4). pp. 96-107. ISSN 1927-5250

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Official URL: http://dx.doi.org/10.5539/jel.v3n4p96

Abstract

The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students’ science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as “eco-hunt” group and the other had no experimental treatment, defined as control group. This study used intact four classes which consisted of 119 students and randomly assigned to the treatment (n = 63) and control groups (n = 56). Students’ science process skill was measured by a self-developed Science Process Skills Test and students’ scientific curiosity was measured using Children Scientific Curiosity Scale adapted from Harty and Beall (1984). The results showed a significant difference in post-test mean scores between students in “eco-hunt” group and control group in both students’ science process skills and scientific curiosity. Follow-up comparisons on the dimensions of science process skills and scientific curiosity were analyzed and discussed. The findings of this study will provide a framework for science teachers to teach students through interesting and meaningful outdoor activities.

Item Type:Article
Uncontrolled Keywords:Self-developed Science Process Skills Test, Children Scientific Curiosity Scale
Subjects:L Education > LB Theory and practice of education
Divisions:FACULTY > Faculty of Psychology and Education
ID Code:14970
Deposited By:IR Admin
Deposited On:21 Nov 2016 12:16
Last Modified:21 Nov 2016 12:16

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