Research article | Open Access
Turkish Journal of Teacher Education 2025, Vol. 14(2) 121-134
The Effect of Out-of-School Astronomy Education on Students' Views on Science, Technology, Society, and the Environment
pp. 121 - 134
Publish Date: December 30, 2025 | Single/Total View: 28/22 | Single/Total Download: 67/66
Abstract
This study examined how the "Solar System and Beyond" unit, delivered outside the classroom, affected students' views about science, technology, society, and the environment. A pre-test-post-test control group design, a semi-experimental method, was employed. The data were collected using the "Science-Technology-Society-Environment Scale". The research involved 70 7th-grade students from a public middle school in the Pamukkale district of Denizli during the 2023-2024 academic year. Students in the experimental group participated in out-of-school activities, including a planetarium visit, an observatory trip, and open-air sky observation. The t-test for independent samples was used to analyze the data. Results showed that the experimental group students demonstrated significant gains in the "Science and Technology" and "Technology" sub-dimensions compared with the control group (p < .05). No significant differences were observed in the other sub-dimensions or in the overall scale.
Keywords: Out-of-School Learning, Astronomy Education, Science-Technology-Society-Environment
APA 7th edition
Demirci, E., & Sevim, S. (2025). The Effect of Out-of-School Astronomy Education on Students' Views on Science, Technology, Society, and the Environment. Turkish Journal of Teacher Education, 14(2), 121-134.
Harvard
Demirci, E. and Sevim, S. (2025). The Effect of Out-of-School Astronomy Education on Students' Views on Science, Technology, Society, and the Environment. Turkish Journal of Teacher Education, 14(2), pp. 121-134.
Chicago 16th edition
Demirci, Emin and Serkan Sevim (2025). "The Effect of Out-of-School Astronomy Education on Students' Views on Science, Technology, Society, and the Environment". Turkish Journal of Teacher Education 14 (2):121-134.
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