The Influence of a Science Camp Experience on Pupils Motivating to Study Natural Sciences
Petra Ivánková 1 , Zuzana Halakova 1 * , Denisa Čolláková 1
More Detail
1 Department of Science Education, Faculty of Natural Sciences, Comenius University in Bratislava, SLOVAKIA* Corresponding Author


One of the main goals of the work of teachers is to increase and maintain the motivation of pupils to learn. However, many studies have confirmed that traditional teaching, without problems that activate students and with the use of only the teacher’s interpretation of the topic, does not increase, or even reduce motivation. Pupils behave passively, they are losing interest in learning. Natural sciences are perfect for teaching outside, for outdoor education, and science camp is one of the nonformal education forms. Pupils study science naturally there, technical disciplines history, or foreign languages as well. The Vebor Science Camp was held for two following summers before the pandemic situation in the world. Forty-five pupils attended the camp. We were searching for the impact of a science camp, as a form of experiential learning and outdoor education, on the motivation of the pupils to learn natural sciences. They took a pre-and a post-test, a pre- and a post-interview that focused on their reasons for participating in the camp, and then, after a year, data were provided about their school outcomes and interests. After the science camp, more than 60% of pupils improved their school outcomes in science, 20% were intensively interested in natural sciences, and more than 15% of pupils improved their English.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 3, Article No: em2084

Publication date: 09 Feb 2022

Article Views: 1194

Article Downloads: 1038

Open Access Disclosures References How to cite this article