Fen Eğitiminde Hikâyelendirme Tekniği
Makaleler > Tam Makale · 2012
Yazarlar: Hakan TÜRKMEN, Elif Ünver
\n Volume: 2, Issue: 1\n \n, Uluslararası, 2012, cilt 2
DOI: 10.18656/jee.73045
Özet
The one of the biggest steps of our Ministry of Education is to prepare students to be scientifically literate citizens who are able to use scientific facts in their daily life and is to achieve knowledge on the nature ofscientific thinking and processes. Fort that reason educators should educate students as searchers, explorers, inquirers, criticizers, analyzers and synthesizer. The purpose of this descriptive study is to define the textforms used in learning scientific concepts briefly and focus on the type of narrative technique and to contribute to the usage of these by informing and sampling. Moreover to determine the difference between story, narrative using by the educators, academicians and/or teachers in preschool level and scientific narrative technique, and to get rid of misconception about that and eventually raise awareness of scientificnarrative technique them. According to Wellington and Osborne (2001), the texts, which are used to learn scientific concepts, are given in four forms. These are: (1) expository text, (2) argumentative text, (3)narrative text and (4) mixed texts. In this article examples are given about these forms and focused on them. Narrative texts are used with the names “narratives of science” and “narrative of nature” Narrative texts arebased on no data, and they present the uses of plants and animals as the main characters of the story and the events are submitted in the form of stories and scientific concepts are presented on the sly. Studies in thisarea are thought to contribute to children, especially in the elementary level, who have the habit of reading and loving stories and fairy tales, by adding scientific knowledge. Scientific research on the contribution ofeducation in the student information through narrative technique is needed.