文章基本信息

标题：Analysis of perceptions of primary school students towards science using the pictures they draw İlkokul öğrencilerinin fen bilgisine yönelik algılarının çizdikleri resimlerle analizi
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作者：Buket Ballıel Ünal
期刊名称：International Journal of Human Sciences
印刷版ISSN：1303-5134
出版年度：2017
卷号：14
期号：3
页码：3031
DOI：10.14687/jhs.v14i3.4623
出版社：International Journal of Human Sciences
摘要：This study was conducted with the purpose of analyzing and interpreting the perceptions of 4th grade primary school students studying in the province of Muğla towards science, using the pictures they draw.The study was implemented in the school year of 2015-2016 with 41 4th grade students from the classes A-B at the Toki Ş. J. Yb. Alim Yılmaz Primary School in the province of Muğla. The pictures drawn by the participating students were analyzed semantically and the method of content analysis was used. The study analyzed and interpreted how the students perceived the concept of “Science”, the content they employed in the pictures they drew, whether they were able to establish a connection between Science and their lives, and whether there were differences between male and female students in terms of the content of the pictures they drew. Collaboration was made with three science and technology teachers and two image experts in the analysis. Separate coding lists were formed for each case for the analysis of the qualitative data and the data were coded.In the light of the findings obtained, it was found that 73.6% of male students drew an experiment environment within the theme of laboratory, while 90.9% of the female students did so. It was found that a large proportion of male and female students were influenced by the subjects “our sensory organs”, “technological developments”, “our body and systems”, “classifying matter” and “pollution”, which are included in the curricula.It was concluded that most male and female students perceive the concept of science only in terms of experiments, while this ratio is higher for female students who drew more detailed and colorful environments; they did not think of science outside school and laboratory environments; the connection they established between their lives and science did not exceed the public’s attitude towards this issue, visual stimulants in their surroundings, and what was taught and shown to them by educational institutions; the number of students who used themes other than the drawings and subjects in the textbook was very low; and their levels to relate science and technology class information to daily life were low.