The purpose of this research is to determine the usage of non-classroom environments for social studies instruction. The methodology utilized in this research was the survey method. The participants in this study were teachers in Turkey who were employed by the Ministry of National Education and working in primary and secondary schools in Eskisehir, Turkey. In this research, a total of 40 teachers, 20 social studies teachers and 20 classroom teachers, were interviewed. Following qualitative methodology techniques, the research data was collected through semi-structured interviews and analyzed through descriptive analysis. In the research, analysis revealed the most frequently listed non-classroom environments used by social studies classes were schoolyards, libraries, gymnasiums, multipurpose rooms, school corridors, laboratory classrooms, and the social studies classrooms. Further analysis of teachers views about their usage of non-classroom environments revealed that they believed there was benefit from non-classroom environments considering the appropriateness of content, the time available, and the schools physical structure. When the reasons for why teachers were not using these environments were examined and the teachers listed problems with the schools physical structure, heavy curriculum loads, planning problems, and the large number of students enrolled in classes.
Key words: Non-classroom environments, social studies, teaching environment
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