The Contribution of Science Stories Accompanied by Story Mapping to Students’ Images of Biological Science and Scientists

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Published: Jan 16, 2011
Keywords:
science stories story map science education middle school students images of biological science and scientists

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Hunkar Korkmaz
Akdeniz University

Abstract

The purpose of this qualitative study was to examine how stories about science and scientists, presented over a 5 week period, influence grade eight students' images of biological science and scientists. The study included 151 students for pretreatment and 121 students for post treatment, with age range 14-15 years from an urban area. Data sources included survey, "Draw a Biological Scientists Test (DABST)" and "Myself as a Biological Scientist Test (MABST)", and a semi-structured interview. Results indicated that while students' stereotypic images of scientists were not eliminated, students acquired additional images relating to biological science and scientist. The implications and significance of the findings for future research and classroom practice are discussed. The findings will be useful for informing classroom practices in teaching the nature of science, enhancing scientific literacy and developing suitable instructional materials for school biology curriculum.

Article Details

Issue
Vol. 15 No. 1 (2011)
Section
Research / Empirical

© 2023 Electronic Journal for Research in Science & Mathematics Education (EJRSME)

Author Biography

Hunkar Korkmaz, Akdeniz University

Hunkar Korkmaz is an associate professor of Curiculum & Instruction at Akdeniz University in Turkey. She has 24 years of education experience including as a primary teacher, supervisor, a consultant to Ministry of National education, private schools and organizations, and as a faculty member.  She has a BSc in Educational Administration and Supervision, an MSc and a Ph.D in Curriculum and Instruction at Hacettepe University, Turkey.  She worked in the field of primary science education as a postdoctoral fellow under the supervision of Dr. Julie A. Thomas at Texas Tech University in the USA. She wrote science textbooks for primary sixth grade students approved by the Ministry of National Education. She participated in many congresses both in locally and abroad, and has 23 articles and 5 book.  She is also a reviewer in many journals citied in SSCI included Science Education, Journal of Research in Science education, Urban Education, and Science Education Review. Her research interests include science education, alternative assessment, conceptual development, and teacher education.