Connecting science communication to science education : a phenomenological inquiry into multimodal science information sources among 4th and 5th graders

Gelmez Burakgazi, Sevinç
Science communication, as a multidisciplinary field, serves to transfer scientific information to individuals to promote interest and awareness in science. This process resembles science education. Rooted in science education and science communication studies, this study examines the 4th and 5th grade students` usage of prominent science information sources (SIS), the features of these sources, and their effective and ineffective uses and processes in communicating science to students. Guided by situated learning and uses and gratifications (U&G) theories, this study is a phenomenological qualitative inquiry. Data were gathered through approximately 64 hours of classroom observations; focus group and individual interviews from four elementary schools (two public, two private schools) in Ankara, Türkiye. Focus group interviews were conducted with 47 students, and individual interviews were carried out with 17 teachers and 10 parents. The data were analyzed manually and MAXQDA software respectively. The results revealed that students used various SIS in school-based and beyond contexts to satisfy their cognitive, affective, personal, and social integrative needs. They used SIS for (a) science courses, (b) homework/project assignments, (c) exam/test preparations, and (d) individual science related research. Moreover, the results indicated that comprehensible, enjoyable, entertaining, interesting, credible, brief, updated, and visual aspects of content and content presentation of SIS were among the key drivers affecting students` use of SIS. The results revealed that accessibility of SIS was an important variable in students` use of these sources. Results further shed light on the connection between science education and science communication in terms of promoting science learning.


Integrating STEM Education: Perceived barriers and facilitators
Taşcı, Duygu; Öztekin, Ceren (null; 2017-05-21)
The purpose of this research is to uncover obstacles science teachers face regarding integrating STEM in their science course. Data were mainly gathered from 4 experienced science teachers through in depth interviews. They were also requested to draw a picture of their visualization of STEM and they were asked explain their drawings, data were then analyzed by categorizing barriers avoiding STEM integration. Three categories were emerged as teacher-oriented barriers, students-oriented barriers and situation...
Exploring the development of pre-service science teachers’ views on nature of science in inquiry-based laboratory instruction
Özgelen, Sinan; Yılmaz Tüzün, Özgül; Department of Educational Sciences (2010)
The purposes of this study were to explore understanding of preservice science teachers’ (PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs’ perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. I...
A study on professional development toward science centers: change in science teachers’ awareness about science centers and ways of conducting science center visits
Tahancalio, Semr; Çakıroğlu, Fitnat.; Department of Educational Sciences (2019)
The main aim of the current study was to reveal how the professional development (PD) program developed by “BİLMER Project: A Teacher and Explainer Professional Development Model to Increase the Effectiveness of Science Centers (SCs) in Science and Society Communication and Science Education” influences science teachers’ awareness about SCs and their way of conducting a SC visit. Science teachers’ way of conducting SC visit was examined in two dimensions: (1) changes in their strategies for conducting SC vi...
Values, practices, and philosophy of science
Keler, Raşit Hasan; Grünberg, David; Department of Philosophy (2016)
The main aim of philosophy of science is to clarify the nature of science. I believe that this can only be achieved by specifying the values and practices of particular scientific theories and research traditions. Therefore this text is about practices of sciences and in particular, about what scientists and scientific communities prefer about and choose the theories, research programs, models, tools, data, hypothesis, theoretical frameworks, and all kinds of things they employ. What needs to be done is not...
Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources
Burakgazi, Sevinc Gelmez; Yıldırım, Ali; Feinstein, Noah Weeth (Springer Science and Business Media LLC, 2016-04-01)
Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers...
Citation Formats
S. Gelmez Burakgazi, “ Connecting science communication to science education : a phenomenological inquiry into multimodal science information sources among 4th and 5th graders,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.