An Examination of The Views of Science and Pre-School Teachers on Non-Formal Learning Environments

Nonformal learning environments offer many opportunities for students and teachers. La？in ？im？ek (2011) defines nonformal learning environments as ‘’places that can be used as learning environments outside the school’’. The purpose of this research is to determine the views of secondary school science teachers and preschool teachers on nonformal learning environments. Participants of the research are 12 science teachers and 16 preschool teachers working in Afyonkarahisar province. One of the purposeful sampling methods, the easily accessible case sampling, was used to select participants. As a means of data collection in the survey, a semi-structured interview form prepared by the researcher based on the qualitative method was used. The content of the obtained data from interviews was analyzed. A written record of the data obtained from interviews with secondary school science teachers and preschool teachers was created and content was analyzed. According to the results of the research, teachers stated that nonformal learning environments provide lifelong and permanent learning for students, embody abstract knowledge, and positive contributions to the development of students. Teachers have expressed financial situation and crowded classes as a disadvantage of nonformal learning environments. Teachers expressed the importance of ensuring safety during the planning phase, taking administrative and parental permission, and student and parental involvement while benefiting from nonformal learning environments. Teachers who do not find adequate nonformal learning environments in the settlements have stated that these environments should be increased. Teachers are not able to use these environments adequately due to their inadequacy and hesitation. It is necessary to increase the nonformal learning environments and eliminate the hesitations of the teachers