With a better understanding of the role of technology development in terms of achieving future success, the importance given to Science Education, which is the focus of this issue, has also increased. Scientific information is critical for everyone to make everday choices, discuss scientific events that affects society, understand the natural world or solve problems. 

Science education require the observation of nature and environment using scientific methods. Supporting the theoretical knowledge acquired by students in science courses with observational practical knowledge is critical for more permanent learning. Several methods have been tested for this purpose, of which allowing students to participate in field trips for direct on-site observation and to experience many of the topics they learn from textbooks in natural environments or specially organized places has been found to be the most effective.

Informal learning can be defined as a learning activity that occurs in a completely natural environment with no planning or scheduling. This activity can be performed under the supervision of a specific guide, such as a teacher or smart information systems, such as those used in museums. It can also be completely based on the personal observations and examinations of learners.

After learning about various energy sources and their environmental damage in a face to face or online course, taking part in a trip that allows people to discover the renewable energy sources in their neighbourhood, is a good example of informal science learning.

The constructivist paradigm, a popular learning approach in recent years based on the results of a series of studies conducted by Piaget, has been basis of many educational theories. This paradigm is essentially built on problem solving and critical thinking skills and is directly associated with informal learning in a natural way. Informal learning suggests that learning by doing/experiencing and/or sightseeing will result in much more permanent learning than listening, writing, or reading a topic dictated to a student in the classroom environment during school hours. From this aspect and considering science education in particular, informal learning provides an extremely appropriate basis for ideas that require the active participation of students in the learning process and activities, which is the basic notion of the constructivist paradigm. There is no doubt that not all science education curriculums can be structured in this way; however, it is obvious that a program supported with informal learning activities will make learning much easier and more permanent.

Informal learning has witnessed a rapid shift from small-size practices to overall educational policies since its importance has been noticed. This type of learning was initially perceived as simply taking students out of the school environment to visit science and technology centers in their local environment within the science and technology courses hours; however, over time it became apparent that this practice alone was not adequate. The scope of such practices was expanded and steps were taken to enable learners to benefit from all informal areas, such as science, art, and archeological museums, zoos, botanic parks, libraries, outdoor museums, and national parks.

In 1997, the Programme for International Student Assessment (PISA) covering OECD counties was introduced to determine and/or follow whether the students who completed their compulsory education acquired the knowledge and skills that were necessary for their participation in society. The open-ended questions asked in the science literacy field within PISA tests measure the extent to which students comprehend the cause and effect relationships between related concepts. The results revealed students in Turkey are not as good as OECD countries average in science. So, based on the PISA results attaching informal practices to formal programmes, increasing teachers’ awareness about informal learning and supporting them with in-service-training are recommended. Furthermore, the importance of authorising teachers for the flexibility to make practices that support informal learning is highlighted.

According to PIACC (Programme for the International Assesment of Adult Competencies)  results compared with adults in the other OECD countries participating in the Survey of Adult Skills, adults in Turkey show below-average proficiency in all three domains assessed. So, not only PISA results but also PIACC results show the neeed to improve problem solving skills in Turkey. Interactive science museums, multimedia sharing platforms or MOOCs(Massive Open Online Course)  can be used by adults to imrove their scientific knowledge.  Beyond  personal endeavors, there is  no doubt that necessary regulations should be included in Turkey's education policies to enable both children and adults achieve scientific literacy.

Within the general framework of science education, many government-sponsored project proposals have been made regarding the issues of environment and nature education in Turkey. The Scientific and Technological Research Council of Turkey (TUBITAK) implemented environment/nature education programs in national parks in 1999, which can be considered to be the most concrete step regarding this issue. These practices reached wider audiences through Science and Art Centers (BİLSEM), which were put into practice in 1993 based on a special education model developed for Turkey after examining its counterparts around the world. These schools provide after-school learning opportunities for students with special talents and are outside the scope of compulsory education. Therefore, they provide a suitable basis for presenting informal learning environments to students with the help of relatively more flexible curriculums than those implemented in formal education. Nature Education and Science Schools Program of TUBITAK that enable to bring knowledge together with society are also considered as one of the useful initiatives.

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