Open research questions in Education, Safety, and Science Studies

What the literature leaves open

• These recommendations provide a roadmap for structuring out-of-school learning in science education processes in a more effective, sustainable, and student-centered manner. in-service First, comprehensive training programs should be organized for teachers to enable more effective use of out-of-school learning environments. These trainings should develop teachers’ knowledge and skills in planning pre-trip preparation, during-trip activities, and post-trip evaluation processes. Thus, out-of-school activities can transform from merely experiential activities into structured learning processes that reinforce students’ scientific process skills. Second, cooperation and communication channels between teachers and school principals should be strengthened. Findings show that teachers focus on the process, while school principals focus on the outcomes. These different perspectives can lead to implementation gaps when not integrated towards common goals. Through regular coordination meetings and joint planning efforts, both a process- and outcome-oriented approach can be implemented. Thirdly, the development of social skills should be incorporated into the planning process of out-of-school learning environments. Findings indicate that communication and collaboration skills have improved, but social awareness skills remain limited. Therefore, when designing activities, there should be a focus on activities that enable students to understand social norms, recognize social cues, and develop empathy. Thus, not only academic but also emotional and social development can be achieved in a holistic manner. Fourth, the assessment process should be diversified to include both process- and product-based methods. Teachers’ observation forms and question-and-answer methods alone are not sufficient, nor are school principals’ product-focused approaches such as presentations and exhibitions. Mixed assessment models should be developed to monitor students’ learning outcomes in a healthier and fairer way. In this regard, alternative measurement techniques (portfolio, self-assessment, peer assessment, etc.) should also be promoted. Finally, the Ministry of National Education and relevant institutions should develop policies and support mechanisms that encourage the use of out-of-school learning environments. Providing financial support, preparing SIEF, Vol.33, No.1, 2026 5288 Türkmen & Dede Yemişci. (Türkiye). Science Education in Out-of-School Learning Environments. guidelines on safety and legislation, and facilitating transportation and organizational processes are this context. In addition, important curriculum-level adjustments should be made to permanently integrate out- of-school learning into the education system. Thus, these environments can become a sustainable and effective learning tool in science education. in Although this study provides valuable insights into how science teachers and school principals conceptualize and implement out-of-school learning environments, it is essential to acknowledge several methodological limitations to accurately frame the scope and transferability of the findings. First, the study was conducted with a relatively small sample size and relied on convenience sampling, which reduces the diversity of participant characteristics and limits the generalizability of the results beyond the immediate research context. Additionally, the exclusive use of semi- structured interviews means that the findings are based solely on participants’ subjective self-reports rather than triangulated with observational or documentary evidence. This reliance on self-perception may have introduced response bias, particularly given that participants were asked to evaluate their own planning competencies, regulatory knowledge, and pedagogical practices. These limitations suggest that future research should employ more rigorous sampling procedures, include larger and more heterogeneous participant groups, and incorporate mixed-method or longitudinal designs that integrate multiple data sources—such as field observations, student learning artifacts, follow-up interviews, or structured assessment measures. Such methodological expansions would not only strengthen the empirical robustness of the findings but also provide a more comprehensive and theoretically grounded understanding of how out-of-school learning environments influence science teaching, learning outcomes, and school- level implementation processes.

  Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals · 2026 · DOI

• evidence-based and offering In line with the literature gaps identified in the Introduction, the purpose of this study is to examine how science teachers and school principals conceptualize, plan, implement, and evaluate out-of-school learning environments within the context of science education. Although numerous studies highlight the cognitive, affective, and motivational benefits of out-of-school learning for students, limited attention has been given to the perspectives of teachers and school principals, who play a central role in the planning, approval, and execution of such activities. Therefore, this study aims to provide a comprehensive understanding of the pedagogical and administrative factors that shape the integration of out-of-school learning environments into science teaching practices. Based on this purpose, the study seeks to address the following research questions: 1. How do science teachers and school principals conceptualize out-of- school learning and out-of-school learning environments within the context of science education? SIEF, Vol.33, No.1, 2026 5272 Türkmen & Dede Yemişci. (Türkiye). Science Education in Out-of-School Learning Environments. 2. How do science teachers and school principals plan and implement out- of-school learning activities across the pre-trip, during-trip, and post-trip phases? 3. From the perspectives of teachers and school principals, what are the perceived contributions of out-of-school learning environments to students’ cognitive, affective, and social development? 4. What challenges, barriers, and regulatory or organizational factors do teachers and school principals encounter when conducting or approving out-of-school learning activities? 5. How do science teachers and school principals assess student learning and engagement in out-of-school learning environments, and what types of evaluation practices do they prioritize? These research questions were designed to align with the conceptual framework presented in the Introduction and to address critical gaps in previous studies, particularly regarding educator perspectives, administrative processes, and the pedagogical integration of out-of-school learning environments into science education.

  Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals · 2026 · DOI

• According to the results of the research, the following recommendations are offered: Taking the first objective into account, science learning activities are recommended to be continued to strengthen the positive attitude of students to science and at the same time overcome the anxiety that appeared related to science. As anxiety towards science received the lowest rating of the attitude indicators, learning environments should incorporate confidence-building, low pressure, and supportive activities for students to engage with science without fear of failure. Guided inquiry, collaborative problem-solving, formative assessment and feedback, and reflective learning activities can aid in decreasing anxiety while keeping students engaged and confident in science and science's value. In view of the second objective, it is recommended that science learning experiences should promote learning beyond participation in class. Science effort and preparation and science learning involvement were rated relatively lower, so activities should be planned to promote independent science learning, IJFMR260381591 Volume 8, Issue 3, May-June 2026 22 International Journal for Multidisciplinary Research (IJFMR) E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected] preparation and greater involvement in science related activities. This can include Science portfolios, Inquiry based work, Research Journals, Co-operative Investigations, and Structured preparation activities where students can practice responsibility, perseverance and self-directed learning in Science. Based on the third objective, some additional recommendations for science instruction are that it should further develop students' habits of mind, including scientific reasoning, critical questioning, evaluating evidence, and reflective thinking. The mean of the habits of mind was the lowest of all the indicators despite the high level of scientific literacy globally. As such, science activities should increase opportunities for students to critically evaluate real world issues, to assess scientific claims, to interpret scientific evidence, and to consider the ethical and social implications of science. Such activities can continue and enhance the students' global scientific literacy. REFERENCES 1. Adam, S., Johnson, B., & Lee, P. (2023). Students’ perceptions of science as a human endeavor and its influence on scientific literacy. *International Journal of Science Education, 45*(6), 897–915. https://doi.org/10.1080/09500693.2023.2167830 2. Adarlo, G., De Leon, M. M., & Favis, A. M. T. (2022). Exploring students’ attitudes toward science and course engagement as predictors of science literacy. Proceedings of the International Multi-Conference on Society, Cybernetics and Informatics (IMSCI), 39–44. https://doi.org/10.54808/IMSCI2022.01.39 3. Adnan., Mulbar, U., Sugiarti., & Bahri, A. (2021). Scientific literacy skills of students: problem of biology teaching in junior high school in south Sulawesi, Indonesia. International Journal of Instruction, 14(3), 847-860. https://doi.org/10.29333/iji.2021.14349a 4. Aini, E., Evendi, E., Halim, A., Syukri, M., & Yusrizal, Y. (2023). The relationship between misconceptions and students' scientific literacy abilities on global warming material. Jurnal Penelitian Pendidikan IPA, 9(10), 8051–8058. https://doi.org/10.29303/jppipa.v9i10.5156. 5. Baraquia, L. G. (2019). Students’ Science Engagement Scale (SSES): Developing the Constructs to Measure Science Engagement.

  Student Attitude and Engagement Toward Science As Predictor of Global Scientific Literacy · 2026 · DOI

• The 'attitude and values' (態度・価値) scale showed only an upward trend without statistical significance (p = .045 > .0125), indicating limited quantitative validation of this important dimension despite qualitative evidence.

  A Case Study on Leadership-Oriented Actions of Elementary Students in Science Classes: The Impact of Supportive Interactions on Learning Progress and Deepening of Thinking · 2026 · DOI

• Although results provide somewhat conflicting findings of statistical significance with small to moderate effect sizes, outcomes provide initial evidence that leading with STEAM science instruction before STEM efforts can be beneficial to early readers, and for EB students this benefit is magnified.

  Sometimes Finding Nothing is Something: Shrinking the Gap between Emerging Bilingual Learners and English Fluent Students (Case in Point) · 2022 · DOI

• The existing literature base is then positioned in relation to recent recommendations for visitor studies research on informal science learning overall, to provide suggestions for expanding current practices to include new methods that have the potential to support continued learning and fill key gaps in the literature.

  Looking Back to Think Ahead: Reflections on Science Festival Evaluation and Research · 2020 · DOI

• Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education.

  Investigation of Science Faculty with Education Specialties within the Largest University System in the United States · 2011 · DOI

• Both teachers and school principals demonstrated limited knowledge of legal procedures and safety regulations, which may restrict the frequency and quality of activity planning.

  Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals · 2026 · DOI

• Abstract The question of whether single‐sex or co‐ed schooling has any impact on students' attitudes toward science is highly contested and warrants research from all corners of the world.

  Is science really for me? Gender differences in student attitudes toward science · 2022 · DOI

• public schools, principals must implement reforms that require instructional leadership across subjects, though little is known about subject-specific supervision.

  Subject-Specific Instructional Leadership in K8 Schools: The Supervision of Science in an Era of Reform · 2018 · DOI

• Abstract Because considerable prior research on open education has produced inconclusive or conflicting results, the present investigation was designed to overcome common weaknesses in past studies.

  Effects of Classroom Openness on Science Students’ Achievement and Attitudes · 1983 · DOI

Most-cited papers in Education, Safety, and Science Studies

• A meta‐analysis of the relationship between science achievement and science attitude: Kindergarten through college · Journal of Research in Science Teaching · 1983 · 68 citations
• Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools · American Educational Research Journal · 2022 · 64 citations
• Citizen science and its potential for science education · International Journal of Science Education · 2022 · 58 citations
• The effect of 5E-based STEM education on academic achievement, scientific creativity, and views on the nature of science · Learning and Individual Differences · 2022 · 54 citations
• Exploring the structure of students’ scientific higher order thinking in science education · Thinking Skills and Creativity · 2022 · 54 citations
• Students With Learning Disabilities in Inquiry-Based Science Classrooms: A Cross-Case Analysis · Learning Disability Quarterly · 2017 · 38 citations
• Use of the Test of Scientific Literacy Skills Reveals That Fundamental Literacy Is an Important Contributor to Scientific Literacy · CBE—Life Sciences Education · 2019 · 36 citations
• Investigation of Science Faculty with Education Specialties within the Largest University System in the United States · CBE—Life Sciences Education · 2011 · 33 citations
• Assessing Greek pre-service primary teachers’ scientific literacy · European Journal of Science and Mathematics Education · 2022 · 31 citations
• Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students' scientific creativity skills and perceptions in science education · Thinking Skills and Creativity · 2024 · 27 citations

Most recent work

• A Case Study on Leadership-Oriented Actions of Elementary Students in Science Classes: The Impact of Supportive Interactions on Learning Progress and Deepening of Thinking · Journal of Research in Science Education · 2026
• The effect of UDL-based science instruction on the classroom engagement of students with special educational needs in an inclusive classroom – focusing on the `properties of sound' unit - · New Physics: Sae Mulli · 2026
• Learning Models of Inquiry Towards Development on Science Process Skills: Basis for Proposed Action Plan · International Journal of Sustainability and Advanced Integrated Research · 2026
• A Vision for Science Education in Aotearoa New Zealand: Discussions from a National Summit · New Zealand Journal of Educational Studies · 2026
• Professor Paul Black, OBE, CPhys, HonFInstP, emeritus Professor of science Education at King’s College London: a tribute and appreciation · Assessment in Education Principles Policy and Practice · 2026
• Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals · Science Insights Education Frontiers · 2026
• Student Attitude and Engagement Toward Science As Predictor of Global Scientific Literacy · International Journal For Multidisciplinary Research · 2026
• Analysis of Factors Influencing Employee Safety Awareness for Strengthening Fire Safety in Nursing Facilities · Korean Society of Hazard Mitigation · 2026
• Status and Perception Analysis of Apartment Fire Safety Management System: Practical Training of Participants Working in Multi-Family Housing · Korean Society of Hazard Mitigation · 2026
• Adopting scientific literacy in early years from empirical studies on formal education: a systematic review of the literature · International Journal of STEM Education · 2025

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