Creating positive attitude and behaviors in individuals towards the environment he/shelives in, outdoor teaching aims at bringing the individual together with unwritten evidences by making use of historical environment and resources when considered especially within the scope history and social studies teaching. Using relational screening model, this study aimed at investigating preservice history and social studies teachers' perceptions of outdoor history teaching in terms of different variables. The participants were composed of 265 preservice teachers studying at two different universities in Turkey during 2016-2017 academic year. Outdoor History Teaching Perceptions Scale (OHTPS), which was developed by Yazıcı and Yıldırım (2017) and aimed at determining the teachers'/preservice teachers' perceptions of outdoor history teaching, was used as the data collection tool. Within the framework of this study, preservice history and social studies teachers' perceptions of outdoor history teaching were investigated in terms of gender, university, department, GPA, and appointment status after graduation. As a result of the study, it was found that preservice social studies teachers obtained higher scores from the subscales of outdoor history teaching awareness, knowledge, and competency, and from the complete scale than preservice history teachers.

Outdoor learning as an experiential process which is based on the contact with environment, learning by doing and living can be used in teaching of different fields from mathematics to history. Understanding of history education in recent years provides opportunity to this kind of a teaching (style). However, expanding the use of these activities in teaching is closely related with the knowledge, skills and attitudes of teachers and prospective teachers. To develop knowledge, skills and attitudes of teachers and prospective teachers on Outdoor History Teaching (OHT), pre-service and in-service needs, goals and plans should be determined and realized firstly. This research intends to contribute determining these pre-service and in-service needs, goals and plans by getting the opinions of teachers and prospective teachers about the subject. The research implemented by getting opinions of 12 history teachers and 12 prospective history teachers in spring semester of 2013-2014 and fall semester of 2014-2015 academic years. In the research which was carried out on the basis of phenomenology that is one of the qualitative research designs, opinions of teachers and prospective teachers were collected as based on the semi-structured interview technique. Then interview data were typed and content analysis was made. As the result of analysis it was seen that the awareness of the prospective teachers towards the concept is higher. Moreover, it was identified that all of the teachers and prospective teachers found OHT relevant to history course, similarly majority of them was feeling themselves insufficient in this subject and thought that a special education is necessary to perform these activities. However, unlike teachers, prospective teachers could associate different types of methods with OHT. In contrast, awareness of prospective teachers in questions related with practice and curriculums is lower than the teachers’. In the research suggestions were offered according to the results.

This research aimed to identify the knowledge, attitude and skill levels of pre-service social studies teachers about using historical environment in teaching. Based on this aim it can be included in the scope of the survey research. Participants of the research which was realized in 2015-2016 academic year were 75 senior grade pre-service teachers in the department of social studies teaching of a university from the north of Turkey. In the research, qualitative approach was followed in data collection. A questionnaire including open-ended questions and semi-structured interview technique were used. The data were analyzed according to the content analysis method. As the result of the study, it was identified that pre-service social studies teachers had knowledge to a certain extent about the definition of the historical environment, elements of it, educational attainments it might provide and the method and techniques which can be applied to use it. Moreover, they did not have enough knowledge about the nearby historical environment. Furthermore, it was propounded that attitude levels of the participants about using historical environment in social studies teaching were high whereas the skill levels were low.

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by recognizing the nature and the natural environment. Qualitative research method was used in this research. The study group of the research constitutes 16 science teachers. A semi-structured interview form was used as a data collection tool. According to the results of the research, most science teachers stated that they have taken their students to science centers and museums as the outdoor education environment in order for the students to be aware of the nature and the natural environment. They desired to use the outdoor learning environments, but the conditions of them are not appropriate. Teachers stated that they had problems in school-family cooperation, in-service training and obtaining legal permission.

The current study aimed to investigate pre-service social studies teachers’ self-efficacy perception of their ability to teach geography and attitudes towards the profession of teaching in relation to the variables of gender and university attended. The study is a descriptive study employing the survey model. The research sample was determined from the universities, where there were two public universities represented from each of the seven geographical regions, and a fourth-year student of social studies teaching in the spring semester of the 2017-2018 academic year. The study was carried out with the participation of 654 pre-service social studies teachers from 14 different universities across Turkey. In order to collect data, “The Geography Teaching Self-Efficacy Scale” and “The Scale of Attitudes towards the Profession of Teaching” were used. In the analysis of the collected data, arithmetic mean, standard deviation, independent samples t-test and one-way variance analysis (ANOV...