Abstract:

Abstract enOne of the major goals for education is to provide information that can be used by students in daily life. In this context learning environments out of schools are significant. The aim of this study is to identify the views of the classroom teachers about the use of learning environments out of schools. The participants of the study were 21 classroom teachers. The data were collected through the face to face interviews. The findings indicated that the majority of the classroom teachers regarded the learning environments out of school as museums, field visits, mosques and health clinics. They reported that such learning environments can be used for life sciences, social studies and science courses. The contributions of the learning environments out of school were stated by the participants as follows: making learning long-lasting, socialization, improving student interest, learning by doing. The potential problems related to the learning environments out of school stated by the participants are as follows: granting permission, security, financial problems and transportation. In order to faciliate more frequent use of the learning environments out of school they suggested that bureaucratic procedures should be less, and financial support by the ministry of national education should be given. In light of the findings it can be said that the most frequent learning environments which classroom teachers were stated that historical places and institutions; the less used one were stated that art places and virtual places. The following suggestions are developed based on the results of the study: Classroom teachers may be informed about learning out of school through in-service training activities. Pre-service teachers may be informed about it in teacher training programs; Permission procedure can be made much easier. In learning activities out of school procedures may not involve such requirements; state may support for learning out of school through financial support and transportation; various activities can be planned to support for cooperation between schools and society; teachers may be supported by guides and administrators during the learning activities out of school.

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