Determination of the Contribution of Station Technique in Informal Learning Environments (STiIL) to Learning DomainS

Abstract

The informal learning environment and the station technique provide students with learning environments where they can be active and materialize the abstract terms. With this regard, the purpose of the study was to determine the contribution of activities, which are carried out through the station technique in informal learning environments (STiIL), to the cognitive, affective, and life skills of eleventh-grade high school students. The participants of the study are 26 eleventh-grade students. The “Musculoskeletal System” topic within the scope of the study is addressed through the station technique in the 2018-2019 educational year. The data-gathering tools for the study are semi-structured questionnaires, focus group interviews, and researcher journals. Deductive and descriptive analyses were performed together on the qualitative data. Results showed that teaching with STiIL increases learning and retention of knowledge in the cognitive domain. It improves the affective skills of students in terms of eagerness to learn and makes the teaching and learning process entertaining. Self-confidence and communication skills stand out in the life skills domain.