|Published Online: November 10, 2015||$US5.00|
In recent years, the importance of non-formal learning in science education has been recognized. Nevertheless, research on teachers’ conceptions about non-formal science learning remains limited. In particular, although teachers’ conceptions about the importance, objectives, selection criteria and ways of exploiting non-formal science learning have been researched, there is a rarity of studies focused on teachers’ conceptions about the implementation of non-formal science education programs. The purpose of this study is to investigate the conceptions of Greek primary and secondary education science teachers on issues related to the implementation of non-formal science education programs. A written questionnaire specially designed for the purpose of the research was used as a research tool for data collection. It was completed by 371 teachers (247 primary school and 124 secondary school teachers). The teachers’ answers to the questions of the questionnaire formed the research data. The frequencies and the percentage frequencies of teachers’ responses were identified. The analysis of the data allowed the identification of teachers’ conceptions about the actions they carry out before and after the implementation of non-formal science education programs, the obstacles they face when they choose to use non-formal science education programs and the cooperation with individuals and organizations during the implementation of non-formal science education programs.
|Keywords:||Teachers’ Conceptions, Non Formal Education, Science Education|
The International Journal of Science in Society, Volume 7, Issue 4, December 2015, pp.19-30. Article: Print (Spiral Bound). Published Online: November 10, 2015 (Article: Electronic (PDF File; 489.670KB)).
Teacher, Hellenic Open University, Karpathos, Karpathos, Greece
Assistant Professor, Department of Primary Education, University of the Aegean, Rhodes, Dodecanisa, Greece