Çukurova Üniversitesi Eğitim Fakültesi Dergisi 1302-9967 2149-116X Cukurova University 10.14812/cuefd.1762060 Informal Learning Out-of-School Learning Science Education Development of Media and Communication Education and Programs Informal Öğrenme Okul Dışı Öğrenme Fen Bilgisi Eğitimi Medya ve İletişim Eğitimi Examining Scientific Content in Media Productions for Children: The Case of Aslan's Experiment Room* Çocuklara Yönelik Medya Yapımlarında Bilimsel İçeriklerin İncelenmesi: Aslan’ın Deney Odası Örneği https://orcid.org/0000-0001-8622-0765 Kızılcık Hasan Şahin GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ https://orcid.org/0000-0002-2726-4386 Önder Çelikkanlı Nuray GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION https://orcid.org/0000-0001-8636-8743 Temiz Burak Kağan GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION 04 30 2026 55 1 575 625 08 10 2025 03 04 2026 Copyright © 2000, Cukurova University Faculty of Education Journal 2000 Cukurova University Faculty of Education Journal

In this study, 30 videos from an animated production focused on experiments broadcast on television and YouTube were analyzed in terms of the videos' general characteristics, the fictional characteristics of the experiments, laboratory safety and warnings, and the scientific accuracy of the explanations provided in the videos. The researchers first evaluated the videos independently and subsequently conducted a joint qualitative assessment within the scope of predefined research questions. The results regarding the general characteristics of the videos show that only 10% of the video titles reflect the content, 47% of the video descriptions contain non-scientific statements, 47% of the experiments were designed as open-ended. In addition, 37% of the experiments had an inappropriate initial question, and 63% of the experiments did not answer the initial question in the video. Furthermore, variables were modified in only 43% of the experiments, and in more than half of these, the variables were not modified appropriately; inappropriate materials were used in 27% of the experiments; and realistic results were obtained in only 30% of the experiments. Results related to laboratory safety and warnings show that, despite the necessary warnings being given in all experiments, hazardous materials were used in approximately half of them. Results related to explanations in the videos show that 77% of the videos contained scientific inaccuracies. In order to ensure that children develop accurate perceptions of science, productions of this kind should be developed with expert consultation and scientific oversight.

Bu çalışmada, televizyonda ve YouTube üzerinde yayınlanan deneylere odaklanmış bir animasyon yapımının 30 videosu; videonun genel özellikleri, deneylerin kurgusal özellikleri, laboratuvar güvenliği ve uyarılar ile videolardaki açıklamalar açısından analiz edilmiştir. Araştırmacılar, önceden belirlenen araştırma soruları kapsamında videoları önce ayrı daha sonra da bir araya gelerek nitel olarak değerlendirmişlerdir. Videoların genel özelliklerine ilişkin sonuçlar, video başlıklarının yalnızca %10'unun içeriği yansıttığını ve video açıklamalarının %47'sinin bilimsel olmayan ifadeler içerdiğini, deneylerin %47'sinin açık uçlu tipte tasarlandığını, deneylerin %37'sinde başlangıç sorusunun uygun olmadığını ve deneylerin %63'ünde başlangıç sorusunun videoda yanıtlanmadığını göstermektedir. Ayrıca, deneylerin sadece %43'ünde değişkenler değiştirilmiş ve bunların yarısından fazlasında değişkenler uygun şekilde değiştirilmemiştir, deneylerin %27'sinde uygun olmayan malzemeler kullanılmış ve deneylerin sadece %30'unda gerçekçi sonuçlar elde edilmiştir. Laboratuvar güvenliği ve uyarılarla ilgili sonuçlar, deneylerin tümünde gerekli uyarılar yapılmasına rağmen yaklaşık yarısında tehlikeli malzemeler kullanıldığını göstermektedir. Videolardaki açıklamalarla ilgili sonuçlar, videoların %77'sinde bilimsel hatalar bulunduğunu göstermektedir. Çocukların bilimle ilgili algılarının doğru oluşabilmesi için bu tür yapımların mutlaka uzman desteği alması gereklidir.

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