Research Article

The Effect of Emotional Status on Children’s Learning in an Informal Environment: Case of Sasali Wildlife Park

Hakan Turkmen 1 *
More Detail
1 Department of Mathematics and Science Education, Faculty of Education, Ege University, Izmir, TURKEY* Corresponding Author
Eurasian Journal of Science and Environmental Education, 2(2), December 2022, 43-50, https://doi.org/10.30935/ejsee/12673
Published: 28 November 2022
OPEN ACCESS   760 Views   537 Downloads
Download Full Text (PDF)

ABSTRACT

This study aims to examine the relationship between the emotional status of children, visiting the Sasali Wildlife Park, one of the informal learning environments, and how much time they spend in this environment. In the study, 175 students were selected by the non-probability sampling method. The emotional status of the participant was noted and how much time they spent in certain animal exhibitions was calculated. The student’s emotional dialogues were analyzed by content analysis and the result data were shown in tables. According to the results, it was determined that in the exhibition where the visitors spent the longest time, the most emotion of “love- excitement” of the participants was observed. It has been concluded that when informal learning environments provide positive emotional satisfaction, it will enable learning to take place.
Keywords: informal learning environment, emotional status, science teaching, young kids learning

CITATION (APA)

Turkmen, H. (2022). The Effect of Emotional Status on Children’s Learning in an Informal Environment: Case of Sasali Wildlife Park. Eurasian Journal of Science and Environmental Education, 2(2), 43-50. https://doi.org/10.30935/ejsee/12673

REFERENCES

  1. Alan, N. L., & Tal, T. (2015). Student self-reported learning outcomes of field trips: The pedagogical impact. International Journal of Science Education, 37(8), 1279-1298. https://doi.org/10.1080/09500693.2015.1034797
  2. Allen, S. (2002). Looking for learning in visitor talk: A methodological exploration. In G. Leinhardt, K. Crowley, & Knutson (Eds.), Learning conversations in museums (pp. 259-303). Lawrence Erlbaum Associates.
  3. Allen, S. (2004). Designs for learning: Studying science museum exhibits that do more than entertain. Science Education, 88(1), 17-33. https://doi.org/10.1002/sce.20016
  4. Borun, M., Chambers, M., & Cleghorn, A. (1996). Families are learning in museum. Curator, 39(2), 123-138. https://doi.org/10.1111/j.2151-6952.1996.tb01084.x
  5. Briseno-Garzon, A., Anderson, D. A., & Anderson, A. (2007a). Adult learning experiences from an aquarium visit: The role of social interactions in family groups. Curator, 50(3), 299-318. https://doi.org/10.1111/j.2151-6952.2007.tb00274.x
  6. Briseno-Garzon, A., Anderson, D. A., & Anderson, A. (2007b). Entry and emergent agendas of adults visiting on aquarium in family groups. Visitor Studies, 10(1), 73-89. https://doi.org/10.1080/10645570701263461
  7. Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri [Eğitimde bilimsel araştırma yöntemleri]. Pegem Academy.
  8. Crowley, K., Callanan, M. A., Jipson, J., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent-child activity. Science Education, 85(6), 712-726. https://doi.org/10.1002/sce.1035
  9. Dierking, D. L., & Falk, J. H. (1994). Family behavior and learning in informal science settings: A review of the research. Science Education, 78(1), 57-72. https://doi.org/10.1002/sce.3730780104
  10. Erturk, S. (1972). Eğitimde program geliştirme [Curriculum development in education]. Yelkentepe Publishing.
  11. Everett, M., Anderson, D., & Piscitelli, B. (2007). Competing agendas: Young children’s museum field trips. Curator, 51(3), 253-273. https://doi.org/10.1111/j.2151-6952.2008.tb00311.x
  12. Falk, J. H., & Dierking, D. L. (1997). School field trips: Assessing their long term impact. Curator, 40(3), 211-218. https://doi.org/10.1111/j.2151-6952.1997.tb01304.x
  13. Falk, J. H., & Gillespie, K. L. (2009). Investigating the role of emotion in science center visitor learning. Visitor Studies, 12(2), 112-132. https://doi.org/10.1080/10645570903203414
  14. Falk, J. H., Heimlich J. E., & Bronnenkant, K. (2008). Using identity-related visit motivations as a tool for understanding adult zoo and aquarium visitors meaning making. Curator, 51(1), 55-79. https://doi.org/10.1111/j.2151-6952.2008.tb00294.x
  15. Falk, J. H., Moussouri, T., & Coulson, D. (1998). The effect of visitors’ agendas on museum learning. Curator, 41(2), 107-120. https://doi.org/10.1111/j.2151-6952.1998.tb00822.x
  16. Federmen, J. E. (2019). A process account of the relationship between informal learning and expressions of anger and anxiety. European Journal of Training and Development, 44(2/3), 2/3, 237-257. https://doi.org/10.1108/EJTD-09-2019-0155
  17. Hyson, J. 2004. Education, entertainment, and institutional identity at the zoo. Curator, 47(3), 247-251. https://doi.org/10.1111/j.2151-6952.2004.tb00122.x
  18. Izmir Sasali Wildlife Park (2013). Türkiye Cumhuriyeti İzmir Büyükşehir Belediyesi [Republic of Turkey Izmir Metropolitan Municipality]. http://www.izmirdogalyasamparki.org.tr/Pages/Content.aspx?id=33&mid=88
  19. Morentin, M., & Guisasola, J. (2015). The role of science museum field trips in the primary teacher preparation. International Journal of Science and Mathematics Education, 13(5), 965-990. https://doi.org/10.1007/s10763-014-9522-4
  20. Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 29, 1097-1119. https://doi.org/10.1002/tea.3660311005
  21. Packer, J., & Ballantyne, R. (2002). Motivational factors and the visitor experience: A comparison of three sites. Curator, 45(3), 183-198. https://doi.org/10.1111/j.2151-6952.2002.tb00055.x
  22. Pinar, Y. (2015). Tavistock modeli temelinde rezonans ve karşı aktarım tepkilerinin incelendiği olgu sunumu [Case report examining resonance and countertransference responses based on the Tavistock model]. Nesne Psikolojisi Dergisi [Journal of Object Psychology], 3(6), 95-109. https://doi.org/10.7816/nesne-03-06-05
  23. Rappolt-Schlichtmann, G., Evans, M., Reich, C., & Cahill, C. (2017). Core emotion and engagement in informal science learning. Exhibition, 36(1), 42-51. https://doi.org/10.1111/mbe.12139
  24. Scrimin, S., Altoe, G., Moscardino, U., Pastore, M., & Mason, L. (2016). Individual differences in emotional reactivity and academic achievement: A psychophysiological study. Mind, Brain, and Education, 10(1), 34-46. https://doi.org/10.1111/mbe.12097
  25. Smith, L., Weiler, B., & Ham, S. (2008). Measuring emotion at the zoo. Journal of the International Zoo Educators association, 44, 27-31.
  26. Stevenson, J. (1991). The long term impact of interactive exhibits. International Journal of Science Education, 13(5), 521-531. https://doi.org/10.1080/0950069910130503
  27. Turkmen, H. (2010). İnformal (sınıf dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu [Historical view of informal (out-of-class) science education and its integration into our education]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi [Journal of Cukurova University Faculty of Education], 3(39), 46-59.
  28. Turkmen, H. (2015). Visiting agenda of adults for informal learning environment: The case of Sasali Wildlife Park. Journal of European Education, 5(1), 15-22.
  29. Turley, S. K. (2001). Children and the demand for recreational experiences: The case of zoos. Leisure Studies, 20(1), 1-18. https://doi.org/10.1080/02614360122877
  30. Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6(2), 129-135. https://doi.org/10.1111/j.1750-8606.2011.00192.x
  31. Williams, F. G., & Rennie, J. L. (2002). Science centers and scientific literacy: Promoting a relationship with science. Science Education, 86(5), 706-726. https://doi.org/10.1002/sce.10030
  32. Yalowitz, S. (2004). Evaluating visitor conservation research at the Monterey Bay Aquarium. Curator, 47(3), 283-298. https://doi.org/10.1111/j.2151-6952.2004.tb00126.x
  33. Yildirim, A. & Simsek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seckin Publishing.