Bilimin Doğası Öğretiminde Çocuk Edebiyatı Kullanımı: Kuramsal Bir Çerçeve ve Ders Planı Önerisi

Yıl 2025, Cilt: 4 Sayı: 1, 84 - 95, 16.12.2025

Seher Esen , Menşure Alkış Küçükaydın

https://izlik.org/JA42FY89GT

Öz

Bilimin doğası öğretimi, bilimsel okuryazarlığın temel bileşenlerinden biri olmasına rağmen özellikle ilkokul düzeyinde uygulanabilir öğretim modelleri sınırlı kalmaktadır. Son yıllarda çocuk edebiyatının bilimin doğası öğretimi için bir araç olarak kullanılabileceği öne sürülse de açık yansıtıcı yaklaşımla bütünleştirilmiş ders planı örneklerinin eksik olduğu görülmektedir. Bu çalışma, öncelikle bilimin doğası öğretimine ilişkin kuramsal çerçeveyi sunmakta; ardından çocuk edebiyatının bilimin doğası kavramlarını desteklemedeki potansiyelini tartışmaktadır. Çalışmanın temel amacı, ilkokul öğrencilerine yönelik çocuk kitapları kullanılarak uygulanabilecek açık yansıtıcı ve bağlama dayalı bir ders planı modeli önermektir. Önerilen model; kitap okuma, yönlendirilmiş tartışma, yansıtıcı sorular ve yazılı değerlendirme aşamalarını içermekte ve bilimin doğası unsurlarının öğrenciler tarafından anlamlandırılmasını hedeflemektedir. Çalışma, çocuk edebiyatının bilimin doğası öğretimine entegrasyonuna yönelik kuramsal ve uygulamaya dönük bir katkı sunmakta ve gelecekte yapılacak ampirik araştırmalara temel oluşturmayı amaçlamaktadır.

Anahtar Kelimeler

Bilimin doğası , çocuk edebiyatı , ilkokul fen eğitimi

The Use of Children's Literature in Teaching the Nature of Science: A Theoretical Framework and Lesson Plan Proposal

https://izlik.org/JA42FY89GT

Öz

Although teaching the nature of science is one of the fundamental components of scientific literacy, applicable teaching models, especially at the elementary school level, remain limited. While it has been suggested in recent years that children's literature can be used as a tool for teaching the nature of science, there is a lack of lesson plan examples integrated with an explicit reflective approach. This study first presents the theoretical framework related to teaching the nature of science and then discusses the potential of children's literature to support the concepts of the nature of science. The main objective of the study is to propose an open reflective and context-based lesson plan model that can be implemented using children's books for elementary school students. The proposed model includes the stages of book reading, guided discussion, reflective questions, and written assessment, and aims to help students understand the elements of the nature of science. The study contributes to the theoretical and practical integration of children's literature into teaching the nature of science and aims to lay the foundation for future empirical research.

Anahtar Kelimeler

The nature of science , children's literature , primary school science education

Kaynakça

• Abd-El-Khalick, F., & Lederman, N. G. (2000a). Improving science teachers' conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044
• Abd-El-Khalick, F., & Lederman, N. G. (2000b). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
• Abd-El-Khalick, F. (2012). Nature of science in science education: Toward a coherent framework for synergistic research and development. B. J. Fraser, K. Tobin, & C. J. McRobbie (Ed.), Second International Handbook of Science Education içinde (s. 1041-1060). Springer
• Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4%3C417::AID-SCE1%3E3.0.CO;2-E
• Akerson, V. L., Avsar Erumit, B., & Elcan Kaynak, N. (2019a). Teaching Nature of Science through children’s literature: an early childhood preservice teacher study. International Journal of Science Education, 41(18), 2765-2787. https://doi.org/10.1080/09500693.2019.1698785
• Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund-Joshi, V., & Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. Journal of Science Education and Technology, 20(5), 537-549. https://doi.org/10.1007/s10956-011-9312-5
• Akerson, V. L., Carter, I., Pongsanon, K., & Nargund-Joshi, V. (2019b). Teaching and learning nature of science in elementary classrooms. Science & Education, 28(3), 391-411. https://doi.org/10.1007/s11191-019-00045-1
• Akerson, V. L., & Donnelly, L. A. (2010). Teaching nature of science to K‐2 students: What understandings can they attain? International Journal of Science Education, 32(1), 97-124. https://doi.org/10.1080/09500690902717283
• Allchin, D. (2014). From science studies to scientific literacy: a view from the classroom. Science & Education, 23, 1911–1932.
• Avsar Erumit, B., & Akerson, V. L. (2022). Using children’s literature in the middle school science class to teach nature of science. Science & Education, 31(3), 713-737. https://doi.org/10.1007/s11191-021-00274-3
• Bell, R. L., Matkins, J. J., & Gansneder, B. M. (2011). Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science. Journal of Research in Science Teaching, 48(4), 414-436. https://doi.org/https://doi.org/10.1002/tea.20402
• Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463-494. https://doi.org/10.1007/s11191-005-4846-7
• Clough, M. P. (2007). Teaching the Nature of science to secondary and post-secondary students: Questions rather than tenets. The Pantaneto Forum (25).
• Cofré, H., Núñez, P., Santibáñez, D., Pavez, J. M., Valencia, M., & Vergara, C. (2019). A critical review of students’ and teachers’ understandings of nature of science. Science & Education, 28(3-5), 205-248. https://doi.org/10.1007/s11191-019-00051-3
• Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186-204. https://doi.org/https://doi.org/10.1016/j.cedpsych.2004.01.004
• Deng, F., Chen, D. T., Tsai, C. C., & Chai, C. S. (2011). Students' views of the nature of science: A critical review of research. Science Education, 95(6), 961-999. https://doi.org/10.1002/sce.20460
• Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Open University Press.
• Flammer, L. (2006). The importance of teaching the nature of science. American Biology Teacher, 68(4), 197-198. https://doi.org/10.1662/0002-7685(2006)68[197:Tiottn]2.0.Co;2
• Fouad, K. E., Masters, H., & Akerson, V. L. (2015). Using history of science to teach nature of science to elementary students. Science & Education, 24(9), 1103-1140. https://doi.org/10.1007/s11191-015-9783-5
• Gandolfi, H. (2017). Teaching about nature of science in secondary education: A view from multicultural classrooms. School Science Review, 98(365), 77-84.
• Hansson, L., Leden, L., & Thulin, S. (2020). Book talks as an approach to nature of science teaching in early childhood education. International Journal of Science Education, 42(12), 2095-2111. https://doi.org/10.1080/09500693.2020.1812011
• Kelly, L. B. (2018). An analysis of award-winning science trade books for children: Who are the scientists, and what is science? Journal of Research in Science Teaching, 55(8), 1188-1210. https://doi.org/https://doi.org/10.1002/tea.21447
• Khishfe, R. (2008). The development of seventh graders' views of nature of science. Journal of Research in Science Teaching, 45(4), 470-496. https://doi.org/https://doi.org/10.1002/tea.20230
• Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974-1016. https://doi.org/10.1080/09500693.2013.832004
• Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578. https://doi.org/https://doi.org/10.1002/tea.10036
• Khishfe, R., & Lederman, N. G. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43(4), 395-418. https://doi.org/10.1002/tea.20137
• Khishfe, R., & Lederman, N. G. (2007). Relationship between Instructional Context and Views of Nature of Science. International Journal of Science Education, 29(8), 939-961. https://doi.org/10.1080/09500690601110947
• Kruse, J., Kent-Schneider, I., Voss, S., Zacharski, K., & Rockefeller, M. (2021). Investigating student nature of science views as reflections of authentic science. Science & Education, 30(5), 1211-1231. https://doi.org/10.1007/s11191-021-00231-0
• Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359. https://doi.org/https://doi.org/10.1002/tea.3660290404
• Lederman, N. G. (2006). Syntax of nature of science within inquiry and science instruction. L. B. Flick & N. G. Lederman (Ed.), Scientific inquiry and nature of science içinde (s. 301-317). Springer.
• Lederman, N. G. (2007). Nature of science: Past, present, and future. S. K. Abell & N. G. Lederman (Ed.), Handbook of research on science education içinde (s. 831-879). Erlbaum.
• McComas, W. F., Clough, M. P., & Almazroa, H. (2002). The role and character of the nature of science in science education. W. F. McComas (Ed.), The Nature of Science in Science Education: Rationales and Strategies içinde (s. 3-39). Springer Netherlands. https://doi.org/10.1007/0-306-47215-5_
• Next Generation Science Standards [NGSS], (2013). Next generation science standards: For states by states. The National Academies Press.
• Peffer, M. E., & Ramezani, N. (2019). Assessing epistemological beliefs of experts and novices via practices in authentic science inquiry. International Journal of STEM Education, 6(1), 3. https://doi.org/10.1186/s40594-018-0157-9
• Pringle, R. M., & Lamme, L. L. (2005). Using picture story books to support young children's science learning. Reading Horizons, 46(1), 1-15.
• Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415-422. https://doi.org/10.1007/s10643-009-0304-5
• Schroeder, M., McKeough, A., Graham, S., Stock, H., & Bisanz, G. (2009). The Contribution of Trade Books to Early Science Literacy: In and Out of School. Research in Science Education, 39(2), 231-250. https://doi.org/10.1007/s11165-008-9082-0
• Sharkawy, A. (2012). Exploring the potential of using stories about diverse scientists and reflective activities to enrich primary students’ images of scientists and scientific work. Cultural Studies of Science Education, 7(2), 307-340. https://doi.org/10.1007/s11422-012-9386-2
• Soudani, M. (2024). Epistemological and didactic reflections on teacher training in France. Science & Education, 33(5), 1285-1308. https://doi.org/10.1007/s11191-023-00420-z
• Smith, C. L., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 349-422. https://doi.org/10.1207/S1532690XCI1803_3
• Zarnowski, M., & Turkel, S. (2013). How nonfiction reveals the nature of science. Children's Literature in Education, 44(4), 295-310. https://doi.org/10.1007/s10583-012-9194-z
• Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), 343-367. https://doi.org/https://doi.org/10.1002/sce.10025