Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks.
Saved in:
| Title: | Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks. |
|---|---|
| Authors: | Atakan, Mümin1, Akçay, Behiye2 behiye.akcay@iuc.edu.tr |
| Source: | Science & Education. Jun2024, Vol. 33 Issue 3, p551-580. 30p. |
| Subject Terms: | *Science textbooks, *Middle school education, *Science education, *Curriculum, *Scientific knowledge |
| Abstract: | The purpose of this study is to examine how and in what ways the dimensions of the nature of science are included in the 6th, 7th, and 8th grade science textbooks taught between 1926 and 2018 and to determine how these dimensions are represented in textbooks based on curricula shifts. In this study, a total of 24 textbooks allowed by the Ministry of National Education to be used in schools were examined by using the document analysis method. Textbooks were prepared according to the science curriculum published in 1926, 1948, 1968, 1992, 2000, 2004, 2013, and 2018. Textbooks were evaluated in eight dimensions, including empirical, inferential, tentative, creativity, social and cultural structure of scientific knowledge, theory-driven (subjectivity of scientific knowledge), myth of the scientific method, and the nature of theories and laws. The representation of the dimensions in the textbooks was determined by using the rubric developed by Abd-El Khalick, Waters and Le in Journal of Research in Science Teaching 45:835–855, 2008. As a result of the analyzes, it was concluded that the representation of the dimensions of the nature of science was inadequate in all examined textbooks. While most of the textbooks include empirical, inferential, and tentative dimensions of the nature of science, creativity, theory-driven, and social and cultural structure of scientific knowledge are given little attention; myth of the scientific method, the nature of theory, and laws are almost never taken into consideration in the textbooks. It has been observed that the representation of the dimensions of the nature of science is at a slightly better level in the textbooks of the 2000 and following curricula. Therefore, it is concluded that all curricula are inadequate in general because the dimensions of the nature of science are represented in a more indirect approach in the science textbooks examined. [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.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 178064784 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Atakan%2C+Mümin%22">Atakan, Mümin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Akçay%2C+Behiye%22">Akçay, Behiye</searchLink><relatesTo>2</relatesTo><i> behiye.akcay@iuc.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Jun2024, Vol. 33 Issue 3, p551-580. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Scientific+knowledge%22">Scientific knowledge</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study is to examine how and in what ways the dimensions of the nature of science are included in the 6th, 7th, and 8th grade science textbooks taught between 1926 and 2018 and to determine how these dimensions are represented in textbooks based on curricula shifts. In this study, a total of 24 textbooks allowed by the Ministry of National Education to be used in schools were examined by using the document analysis method. Textbooks were prepared according to the science curriculum published in 1926, 1948, 1968, 1992, 2000, 2004, 2013, and 2018. Textbooks were evaluated in eight dimensions, including empirical, inferential, tentative, creativity, social and cultural structure of scientific knowledge, theory-driven (subjectivity of scientific knowledge), myth of the scientific method, and the nature of theories and laws. The representation of the dimensions in the textbooks was determined by using the rubric developed by Abd-El Khalick, Waters and Le in Journal of Research in Science Teaching 45:835–855, 2008. As a result of the analyzes, it was concluded that the representation of the dimensions of the nature of science was inadequate in all examined textbooks. While most of the textbooks include empirical, inferential, and tentative dimensions of the nature of science, creativity, theory-driven, and social and cultural structure of scientific knowledge are given little attention; myth of the scientific method, the nature of theory, and laws are almost never taken into consideration in the textbooks. It has been observed that the representation of the dimensions of the nature of science is at a slightly better level in the textbooks of the 2000 and following curricula. Therefore, it is concluded that all curricula are inadequate in general because the dimensions of the nature of science are represented in a more indirect approach in the science textbooks examined. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178064784 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-022-00403-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 551 Subjects: – SubjectFull: Science textbooks Type: general – SubjectFull: Middle school education Type: general – SubjectFull: Science education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Scientific knowledge Type: general Titles: – TitleFull: Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Atakan, Mümin – PersonEntity: Name: NameFull: Akçay, Behiye IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 33 – Type: issue Value: 3 Titles: – TitleFull: Science & Education Type: main |
| ResultId | 1 |
