Bilim Tarihi Temelli Hikâyelerle Fen Öğretimi: Tesla ve Volta Örneği

Abstract

One of the most effective ways of integrating the nature of science in science classes is using the historical developments of scientific discoveries. While studying on science concepts with story based on its history, learners realize why they should learn these concepts and understand the social relevance of science. Storytelling is accepted as a teaching strategy to encourage meaningful learning by allowing learners to increase their motivation, improve their imagination, and allow them to look at situations from different viewpoints. The aim of this study is to carry out two teaching implementations on electricity through stories based on the history of science with the prospective science teachers, and to determine their opinions on the stories based on history of science and the teaching processes. This study has been designed according to a holistic single case descriptive study approach and carried out with 11 volunteering second grade prospective science teachers. The intervention including the stories of the construction of the Tesla coil and the Voltaic pile is planned and conducted in line with the LES model. An interview protocol for determining prospective teachers' opinions on the stories and implementation process was used as data collection tool. As a result of the study, it was seen that story-based teaching process and LES model have positive effect on the prospective teachers' conceptual understandings. Besides, it was determined prospective teachers' have positive attitude and opinions on teaching intervention. It is thought that teaching including stories based on the history of science will support understanding science concepts in any subject.

Improving 7th Grade Students’ Understanding of Force and Motion through History of Science Stories: A Glimpse at an Ongoing Effort

“…As stated above, stories have numerous advantages, and they can illustrate both current and historical events. In this sense, HOSBSs are very effective tools when used in science education (Candaş et al, 2021;Kahraman and Karataş, 2015;Klassen, 2009;Yücel, 2009), allowing students to view scientific concepts not only through their development process, but also in terms of how others conceptualize them. Similar to other types of stories, HOSBSs help students engage with the content (Yücel, 2009) through this process, assisting them in understanding the importance of learning about particular scientific concepts (Stephen Klassen and Cathrine Froese Klassen, 2014).…”

“…Moreover, HOSBSs facilitate the association between scientific concepts and daily life (Bertiz, 2005), thereby increasing students' interest in science class and in science itself. Because HOSBSs function as an intermediary between students' conceptions and scientific concepts (Viana and Porto, 2010), designing well-structured stories, may lead to more efficient conceptual construction (Candaş et al, 2021). In this sense, researchers have pointed out that students' naïve ideas resemble the early stages of current scientific ideas (Dedes, 2005;Van Driel et al, 1998).…”

Determining the Mental Images of Fourth Grade Private and Public School Students for Science Learning Environments by Drawing Technique

“…It is known that countries that attach importance to science and technology aim to carry out a qualified education to be at the top (Yasin, Prima, & Sholihin, 2018). Therefore, learning environments should be organized by the skills of the individuals, including researching, questioning, producing, and scientific process skills to achieve a qualified science education (Candaş, Kiryak, & Ünal, 2021). It is also known in the literature that organizing the learning environments impacts student achievement (Korkman & Metin, 2021;Salur & Pehlivan, 2021).…”