Administrator opinions on the use of out-of-school learning environments in science and art centers

Abstract

In today's world, relentless technological advancements have played a significant role in changing the structure and scope of the concept of learning. Learning is now extending beyond school boundaries at all educational levels. Particularly, students who come to Science and Art Centers (SAC) can enhance their existing talents by integrating the theoretical knowledge acquired at their schools with practical opportunities provided at these centers. In this context, planning activities in out-of-school learning environments has become a primary responsibility of SAC. This study aims to explore the opinions of SAC administrators (principals and vice principals) regarding out-of-school learning environments, understand their perceptions, address the gap in similar studies in the existing literature, and contribute to the field. A case study, a qualitative research method, was used in the research. The study group consists of 16 administrators (principals and vice principals) working in SAC centers located in the central and surrounding districts of Bursa province during the second semester of the 2023-2024 academic year. The tools used in the research are semi-structured interview forms prepared by the researchers. These forms consist of two main sections: the first section includes demographic information of the participants, and the second section contains a total of 6 open-ended questions. The data set obtained during the research process was subjected to content analysis. As a result of the research, SAC administrators stated that they have a good command of out-of-school learning environments, but they have difficulty in diversifying the existing concept in the field, that the applications made in out-of-school learning environments contribute to the students, and the institution, and that the most important problem SAC administrators have experienced at the point of implementing out-of-school learning environments in their institutions is financial, bureaucratic, and individuals-related.