Özet:

The aim of this study is to reveal the opinions of teachers candidates on the learning environments outside the school. What is the purpose of teaching outside the school? What are the advantages and disadvantages of non-school learning environments? What should be done before and after school training? And how does out-of-school learning activities affect their achievements? Reply to their questions. In this study, the methods of quality research have been used by the factual science (fenomenology) research design. In the 2018-2019 educational year, the eighteen science knowledge teachers who are teaching in the spring period in conversations with the data collection tool used a semi-configured interview form. The data is coded in categories. Imaginary analysis was used in the study. According to the research findings, science knowledge teachers candidates have identified many scientific centers and scientific museums as non-school learning environments and zoological gardens and planetariums. The teaching candidates, who highlighted the gain of first-hand experience by making-living their advantages, have considered that legal procedures are long and difficult as disadvantages. Scientific knowledge teachers candidates have also stated that non-school learning environments have a positive contribution to the realization of achievements and permanent learning.

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