Pre-service Teachers’ Awareness of Informal Learning Within the Framework of Science Education and an Examination of Their Science Experiences in These Environments

Abstract

 This study aimed to examine pre-service teachers’ awareness of informal learning, their science experiences in informal learning environments, and their views on the role of informal learning in science education. A concurrent mixed-methods design integrating quantitative and qualitative data was employed. The study involved 197 pre-service teachers enrolled in science education, primary education and early childhood education programmes. Quantitative data were collected using the Scale of Science experience in Informal Settings, whilst qualitative data were gathered via an open-ended written response form. Quantitative data were analysed using descriptive statistics, an independent-samples t-test and one-way ANOVA, whereas qualitative data were analysed through content analysis. The results of the study revealed that the pre-service teachers’ levels of science experience in informal settings were moderate and that these levels did not show significant differences according to the variables of gender, year group and department of study. The qualitative findings, meanwhile, indicated that the pre-service teachers predominantly perceived informal learning as a learning process that takes place outside school, is related to daily life, is experience-based and involves learning by doing and experiencing. Although participants demonstrated positive awareness of informal learning, qualitative findings suggested that this awareness remained largely experiential and was not sufficiently supported by pedagogical understanding. The findings highlight the need to strengthen pedagogically oriented informal learning experiences within teacher education programmes.