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Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks.

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Title: Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks.
Authors: Okan, Beyza1 (AUTHOR) beyza.okan@boun.edu.tr, Kaya, Ebru1 (AUTHOR)
Source: Science & Education. Oct2023, Vol. 32 Issue 5, p1515-1535. 21p.
Subject Terms: *Middle schools, *Science textbooks, *Seventh grade (Education), Epistemics, Social institutions
Abstract: Reconceptualized Family Resemblance Approach to Nature of Science (RFN) explains science as a cognitive, epistemic, and social institutional system. The aim of this study is to examine the inclusion of Nature of Science (NOS) in the 5th, 6th, 7th, and 8th grade Turkish middle school science textbooks. The "content," "activity," and "assessment" sections of each science textbook were traced based on RFN categories which are "aims and values (AV)," "scientific practices (SP)," "methods and methodological rules (M)," "scientific knowledge (SK)," and "social institutional systems (SI)" through content analysis. As a result, the total frequency value of the codes regarding RFN categories was found to be 196 in the 5th grade, 548 in the 6th grade, 284 in the 7th grade, and 427 in the 8th grade science textbooks. Most references to NOS were found in the "activity" sections of the textbooks. Although there are some references to NOS in each textbook, some of the RFN categories in the whole textbooks are missing. Furthermore, a consistent progression for the frequency of NOS related keywords was not found throughout the grade levels. In conclusion, there is a need to integrate NOS into science textbooks holistically and in a balanced way to provide a vertical articulation throughout the grade levels. [ABSTRACT FROM AUTHOR]
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks.
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  Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Oct2023, Vol. 32 Issue 5, p1515-1535. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Seventh+grade+%28Education%29%22">Seventh grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemics%22">Epistemics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+institutions%22">Social institutions</searchLink>
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  Data: Reconceptualized Family Resemblance Approach to Nature of Science (RFN) explains science as a cognitive, epistemic, and social institutional system. The aim of this study is to examine the inclusion of Nature of Science (NOS) in the 5th, 6th, 7th, and 8th grade Turkish middle school science textbooks. The "content," "activity," and "assessment" sections of each science textbook were traced based on RFN categories which are "aims and values (AV)," "scientific practices (SP)," "methods and methodological rules (M)," "scientific knowledge (SK)," and "social institutional systems (SI)" through content analysis. As a result, the total frequency value of the codes regarding RFN categories was found to be 196 in the 5th grade, 548 in the 6th grade, 284 in the 7th grade, and 427 in the 8th grade science textbooks. Most references to NOS were found in the "activity" sections of the textbooks. Although there are some references to NOS in each textbook, some of the RFN categories in the whole textbooks are missing. Furthermore, a consistent progression for the frequency of NOS related keywords was not found throughout the grade levels. In conclusion, there is a need to integrate NOS into science textbooks holistically and in a balanced way to provide a vertical articulation throughout the grade levels. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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