NON-FORMAL ÖĞRENME ORTAMLARININ EPİZODİK BELLEĞE VE ÖĞRENCİ BAŞARISINA ETKİSİNİN ARAŞTIRILMASI: ENERJİ PARKI
Mutlu Kaya, Duygu
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This study aimed to understand the effects of science lessons in non-formal learning environments on students' learning and the role of episodic experiences in transferring these learning to long-term memory. The quantitative dimension of the research design constitutes a structure with a pretest-posttest control group. In its qualitative aspect, a case study was used to reveal the experiences in episodic memories. The study group consisted of 21 students in the experimental group and 22 students in the control group. In the quantitative dimension of the research, the "Achievement Test" developed by Bozdoğan (2007) was used. For the qualitative dimension of the research model, the "Episodic Memory Form" was used. Content analysis was carried out for the study of the qualitative data obtained in the research. In the analysis of the quantitative dimension, it was concluded that the implementation performed in both experimental and control groups significantly increased student success. However, no statistically significant difference was found in comparing the claims in both groups. As a result of qualitative analysis, it was shown that the activities carried out in a non-formal environment create conceptual, affective, and inquiry-skills memories in students. The fact that these experiences are remembered by the participants shows that the information in episodic memory is associated and transferred to long-term memory. When the effects of episodic experiences in non-formal environments on learning are revealed as a result of the study, it is recommended to support the realization of science lessons in out-of-school learning environments.
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