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

Autor/inn/en	Okan, Beyza; Kaya, Ebru
Titel	Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks
Quelle	In: Science & Education, 32 (2023) 5, S.1515-1535 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Okan, Beyza) ORCID (Kaya, Ebru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00371-x
Schlagwörter	Foreign Countries; Scientific Principles; Middle Schools; Secondary School Science; Textbooks; Textbook Content; Grade 5; Grade 6; Grade 7; Grade 8; Scientific Concepts; Scientific Methodology; Interdisciplinary Approach; Turkey + Suchen Sie Ihr Suchwort? Ausland; Middle school; Mittelschule; Mittelstufenschule; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Türkei
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01