Skoršepa, MarekKmeťová, JarmilaŞen Ahmet, İlhan2025-05-062025-05-062024978-83-68020-36-6978-83-68020-37-3https://doi.org/10.24917/9788368020366https://repo.umb.sk/handle/123456789/324In: Global and local educational projects / rec. Anna Baprowska, Marcin Chrzanowski. 1. vyd. Krakov : Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie, 2024. ISBN 978-83-68020-36-6. Pp. 77-91.Out-of-school learning has been reviewed (Şen, A. İ. et al., 2021) as a promising way of teaching Science actively due to its ability to provide students with firsthand experience. Another driving force of education is motivation. It can stimulate a considerable part of students’ abilities and help lead to achieving desired educational aims. In this contribution, we provide partial results of evaluating students’ motivational orientation concerning learning in out-of-school settings. The background for the study is an Erasmus+ project, where partners from four countries (Turkey, Slovakia, Czechia and Germany) aimed to develop an out-of-school learning curriculum for teacher training study programmes. Herein, we present the Slovak motivation data gained while performing and evaluating two specific activities proposed for the following out-of-school setting: (i) education in the pharmacy and (ii) education in the distillery (Skoršepa et al., 2022). The research includes data from 152 grammar school students (average age M = 15.76). The renowned psychological tools MSLQ and IMI were used to measure students’ motivation.eninfo:eu-repo/semantics/openAccessmimoškolské činnostimimoškolské aktivityextracurricular activitiesout-of-school activitiesmotiváciamotivationučebné stratégielearning strategiesvnútorná motiváciaArticle