JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD February 2015, Volume: 5 Issue: 1 Article: 03 ISSN: 2146-7463 Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 18 UNDERSTANDING THE EFFECTS OF THE SCIENCE MUSEUM OF PHYSICS SUBJECTS OF VOCATIONAL HIGH SCHOOLS STUDENTS Assoc. Prof. Dr. Hakan Türkmen Ege Üniversitesi Eğitim Fakültesi İlköğretim Bölümü, 35100, Bornova-İzmir TURKEY hakan.turkmenge.edu.tr Mehmet Sertkahya İ.POLAT Ege Seramik A.T.E.M. Lisesi 35730, Kemalpaşa - İzmir TURKEY sertnewton80@hotmail.com Abstract Physics lessons are known to be difficult for vocational high school learners because it requires abstract concepts and mathematical procedures. In this study, we investigate the effect of informal learning environment to understand magnetism and sound waves subjects on eleventh grade students. Two classes of eleventh grade students consisting of 12 and 13 individuals were selected. On the Expansion step of 4E learning models, the students visited the Izmir Karşıyaka Bahçeşehir College of Science Museum to comprehend the knowledge through daily lives. At the end of the practice, students’ learning levels were evaluated by 20 multiple-choice achievement tests involving the magnetism and sound waves subjects and their attitudes to physics lessons. The behavior of the students in informal learning environments was observed during the field- trip. When academic achievement test results compared with the scores obtained from previous achievement tests, achievement test results increased and there was a significant increase in attitudes towards physics lessons. Direct observation showed that the students' learning requests were positive. Key Words: 4E learning model, informal learning, vocational high school learners. INTRODUCTION Almost everybody thinks that all problems faced today are mainly related with education. Formal education institutions inevitably have responsibility in this context. Eliminating those problems in curricula for related disciplines we use in educational institutions is only one main objective. In that purpose , the goal of physics, chemistry, and biology curricula implemented in our schools is to help bring up individuals who research, inquire, scrutinize, make association between daily life and subject of science, who can use scientific method for solving problems faced in all areas of life, see the world from a scientist’s perspective, and both understand and use appropriately nature of science and related principles, laws and theories (Çepni and Çil, 2009). As a result, it becomes a necessity to bring up “science literate” students in relevant fields of sciences and prepare students to upper level of physics, chemistry and biology education. Individuals who are capable of researching-inquiring, making effective decisions, solving problems, are self-confident, open to collaboration, are able to communicate effectively, and learn lifelong with the idea of sustainable development possess knowledge, skills, positive attitude, perception and values regarding sciences as well as understanding and psychomotor skills concerning the relationship of sciences with technology, society and environment. Students, in return, feel responsible for solving social problems and propose individual or collaborative alternative solutions by using their creative and analytic thinking skills. Besides, science is not just a collection of facts about the world, but also experimental criteria, critical, creative, logical, reflective thinking and continuous query is based on a research and ways of thinking. As a consequence