Using Children’s literature in the MiddleSchool Science Class to Teach Nature of Science: Pre-service Teachers’s Development of Sources


Avşar Erümit B. , Akerson V.

The National Association for Research in Science Teaching (NARST), Oregon, Amerika Birleşik Devletleri, 15 - 18 Mart 2020, ss.1

  • Basıldığı Şehir: Oregon
  • Basıldığı Ülke: Amerika Birleşik Devletleri
  • Sayfa Sayıları: ss.1

Özet

In this study, we report the results of the descriptive analysis of preservice middle school science teachers’ own written story books and related lesson plans that includes the science content (science units and science topics), target grade, and main characters used in the book. We also report the results of content analysis of story books in terms of their accurate and explicit representation of nature of science aspects and cultural perspectives identified in the books. Also, we report the analysis of audio recorded classroom discussion with six grade students about five of these story. The participants of this study were 49 pre-service middle school science teachers taking nature and the history of science course, and 13 six grade students. The 49 books and lesson plans covered a range of content areas. While 27 PSTs preferred to use popular main characters in their stories, 22 PSTs did not use any popular characters in their stories. Among the NOS aspects, observation and inference was the most commonly used aspect that was followed by tentativeness. Some books explicitly represent the culture where they were created such as a traditional food or a famous historical figure.