İlkokul 3. Sınıf Fen Bilimleri Ders Kitabında: Dilbilgisel Eğretileme Olarak Adlaştırma

Abstract

The main purpose of this study, which is composed of the theoretical framework, Functional Grammar model, is to examine the number, intensity and types of nominalization usage from the grammatical metaphorical perspective in the 3rd grade science textbook which was renewed in 2017 with the Science Teaching Program. Document review method was used in the research. Nominalization word types were determined and frequency of nominalization types were determined. In each unit of the textbook, the ratio of nominalization words to total words was calculated and the density of nominalization was found. According to this,-mAK attachment 175,-mA attachment 522,-DIK attachment 346,-(y) AcAK attachment 56,-(y)Iş attachment was used 31 times. Nominalization density is 7,37%. It can be argued that this study may contribute to a better understanding of the level of nominalization in primary school textbooks.

Primary School Students' Images of Scientists and the Sources of These Images

“…In the first phase, the students were asked to draw a scientist using Draw A Scientist Test (DAST), developed by Chambers (1983), and to explain their drawings briefly in writing in order to prevent them from being understood differently from what they were trying to explain. In the second phase of the study, the images about scientists in the fourth-grade science (Kaya, 2017) and social studies (Evirgen et al, 2017) textbooks were examined. In the last phase of the study, a semi-structured interview was managed with the teachers to examine whether there is any connection between the scientist images of the students and the images taught.…”