Improving pupils’ conceptual understanding by an in- and out-of-school science program: A Multiple Case Study

Research in the field of out-of-school science is gradually increasing. These programs are considered to be important, yet more evidence about the learning effect is needed. This study aims to contribute to that matter by means of microgenetic measurements. We wanted to answer the question: How is the quality of a science program and its implementation related to the pupils’ performances? We used a multiple case study design with two contrasting cases with either a qualitatively optimal or marginal version of the program, and two similar cases of semi-optimal program quality. The quality of the program was determined by two indicators: a preparation in the classroom prior to the out-of-school visit, and the amount of lessons given by teachers/educators who are preliminary trained in using an open teaching style focused on eliciting conceptual understanding. The cases were upper grade elementary school classes . The effect of the program was measured by coding pupils’ performance with a scale based on skill theory and the teacher’s support was measured with the Openness Scale. We found the highest learning effect in the optimal case, meaning it is favorable to use a science program of high quality, including preparation and lessons given by qualified teachers implementing the program according to its goals