Contextual expression of learning motivation in out-of-school learning environment: Comparing family and  school visits to a natural wildlife park

Hakan Türkmen

doi:10.31129/LUMAT.14.3.3241

Authors

Hakan Türkmen Ege University, Faculty of Education, Türkiye https://orcid.org/0000-0003-4572-7062

DOI:

https://doi.org/10.31129/LUMAT.14.3.3241

Keywords:

out-of-school science learning environments, learning motivation, family visits, school visits

Abstract

This study examines how visit purpose and visit configuration (family versus school groups) are associated with engagement patterns in an out-of-school science learnıng environment, specifically the Izmir Natural Wildlife Park. Drawing on Falk and Dierking’s Contextual Model of Learning, learning motivation is conceptualized not as a latent psychological trait but as a contextually expressed process observable through engagement behaviors. A qualitative case study design was employed with 119 middle school students aged 11–14. Data were collected through semi-structured interviews and systematic observations, focusing on dwell time, label reading, interaction patterns, and reported learning outcomes. Findings indicate that visit purpose differed substantially between groups: family visitors predominantly reported entertainment-oriented goals, whereas school-group visitors emphasized learning-oriented purposes. These orientations corresponded to distinct engagement patterns. School groups demonstrated longer exhibit dwell times, higher rates of label reading, and more frequent articulation of specific content knowledge. In contrast, family groups engaged more socially within their own units but interacted less with interpretive materials. Despite these differences, children in both groups perceived school-led visits as more effective for learning. Interpreted within the contextual model framework, the findings suggest that visit purpose (personal context) and group structure (sociocultural context) shape how engagement becomes behaviorally visible within the same physical environment. Rather than indicating differences in intrinsic motivation, the results highlight how motivational activation is mediated by social configuration and institutional framing. The study contributes to the literature on science education in out-of-school learning environments by comparatively examining family and school visits within a wildlife park context and by operationalizing learning motivation through observable engagement indicators. Implications for exhibit design, teacher preparation, and out-of-school science learning environments policy are discussed.

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