Teachers’ associating science objects with real life in students' minds by making use of out-of-school environments such as museum is important in terms of permanence of learning, and the development of many skills and thinking styles of students. In this process, science teachers, who are the instructors of the course have many responsibilities. In this context, it was aimed to determine the opinions of science teachers on museum education. The research was designed according to the survey model. The study group of research consists of 47 science teacher including 38 women and 9 men who work in different regions of Turkey. The study group was determined via criterion sampling method which is one of the purposive sampling methods. “Opinion Questionnaire on Museum Education” prepared by the researchers was used in the research. Research data was collected via Web-based survey (Google Form) application within a month period. Content analysis and descriptive analysis were used in the analysis of the obtained data. As a result of the research, it was determined that was occurred the historical artifact concept in science teachers’ minds when it was called museum and that teachers mostly took their students to historical museums. Teachers think that the museums are able to provide in terms of science education as permanent learning, learning through life, observing the relationship between science and daily life, learning with fun, revealing their creativity, developing high-level thinking skills, increasing interest and curiosity to the subject and providing the opportunity for the student to be active and make observations. However, the majority of the teachers participating in the research do not consider the museums educationally sufficient and do not consider the guidance service in the museums sufficient. Based on this research, it is recommended that teachers receive museum education and benefit from it in relation to science objects in the education process. In addition, the expertise and pedagogical development of the guidance service in museums can contribute to the creation of more effective out-of-school learning.
Science teacher, museum education, out-of-school learning, out-of-school learning environment, science education