Using Children's Literature in the Middle School Science Class to Teach Nature of Science Preservice Teachers' Development of Sources

AVŞAR ERÜMİT B., Akerson V. L.

SCIENCE & EDUCATION, vol.31, no.3, pp.713-737, 2022 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 31 Issue: 3
  • Publication Date: 2022
  • Doi Number: 10.1007/s11191-021-00274-3
  • Journal Name: SCIENCE & EDUCATION
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, Agricultural & Environmental Science Database, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Sociological abstracts, zbMATH
  • Page Numbers: pp.713-737
  • Recep Tayyip Erdoğan University Affiliated: Yes


In this study, we report the results of the content analysis of preservice middle school science teachers' own written science storybooks and middle school female students' reflections of five of the books. The participants of this study were 50 preservice middle school science teachers taking a history and nature of science course and 13 sixth-grade female students in a school in Turkey. We report representations of nature of science (NOS) aspects included in the preservice teachers' own written storybooks. Observation and inference was the most commonly included aspect among the NOS aspects, followed by the tentative NOS. We used a qualitative analysis of transcribed classroom discussions around five storybooks used by five preservice teachers in their field experiences. We found that the teachers facilitated explicit reflections about NOS aspects and science content covered in the books. Our findings build on research showing that appropriately designed children's science books can be used as classroom tools for supporting NOS instruction. We found that writing their storybooks and refining their NOS ideas through discussions provides a powerful tool for developing preservice teachers' knowledge about NOS. Preservice teachers facilitated discussions promoting explicit student reflections about NOS aspects and science content using these books.