In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
ion
a
n
d
R
e
se
arc
h
in
Ed
u
cation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
21
~2
28
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e.
v8i
2.
188
58
2
21
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
escore
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x.
p
hp/IJ
ERE
A
p
plication of “T
h
e natur
e
of
science” box event
examples to
middle school se
v
enth gr
a
de students
Özlem
A
f
ac
an
1
,
Demet Şener
Ça
nli
2
1
De
p
a
rtme
nt
of
Sc
ie
nc
e
Ed
uc
a
tio
n
,
K
ır
ş
e
h
i
r
Ah
i
E
v
r
a
n
Un
iv
e
r
s
i
t
y
,
T
urkey
2
S
c
ien
c
e Teach
er,
Ministry
o
f E
d
u
catio
n, Turk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Mar
16,
2
0
1
9
Re
vise
d A
pr
10,
201
9
Ac
ce
p
t
ed
M
a
y
1
8
,
2
019
P
r
evi
ous
s
t
udy
o
n
t
he
n
a
t
ure
of
s
cien
c
e
i
nd
icated
t
hat
the
u
s
e
o
f
a
c
t
iv
i
t
ie
s
i
s
ess
e
nt
ial
and
impo
rtan
t
in
t
he
t
e
ach
ing
o
f
t
he
n
at
ure
of
s
ci
enc
e
su
bject
s.
T
h
e
aim
o
f
t
h
e
r
es
earch
i
s
to
d
evel
op
al
ternativ
e
act
iviti
e
s
f
o
r
he
lp
in
g
stud
e
n
ts
i
n
th
e
sev
ent
h
gra
d
e
of
m
i
d
d
l
e
sch
o
o
l
d
evelo
p
t
hei
r
v
iew
s
o
n
t
h
e
n
a
t
ur
e
of
sci
ence
an
d
f
o
r
bet
t
er
t
eachi
ng
th
e
nat
u
re
o
f
sci
ence.
I
n
t
h
is
s
t
u
dy,
f
ou
r
diff
erent
acti
v
ities
s
u
i
t
ab
l
e
f
o
r
m
id
d
l
e
sch
o
o
l
s
even
th
c
las
s
a
ch
iev
e
m
e
nts
wh
ich
are
al
so
r
el
ated
t
o
t
h
e
n
a
t
u
re
o
f
s
cien
ce
w
ere
d
ev
el
op
ed
and
w
o
r
k
sh
e
e
t
s
r
e
la
te
d
to
t
ho
se
a
c
t
iv
i
t
ies
were
p
repared.
T
he
act
i
v
it
i
e
s
and
wo
rks
h
eets
were
e
x
a
m
i
n
e
d
b
y
t
wo
s
cien
ce
edu
c
atio
n
e
x
pert
s
an
d
n
ec
essary
arrang
emen
ts
w
ere
m
a
de
i
n
lin
e
w
i
t
h
t
hei
r
o
p
i
n
i
o
n
s.
T
h
e
se
e
v
e
nt
s
are
cal
led;
"my
s
t
e
ry
candl
e
i
n
b
ox",
"
f
o
l
l
o
wing
t
ra
il
"
,
"
m
y
stery
in
b
ox",
an
d
"Col
orf
u
l
li
ghts
"
act
iv
ity
.
Th
is
s
t
u
d
y
w
as
d
es
ig
ned
acco
rdin
g
t
o
cas
e
s
t
u
dy
s
etting
s
f
ro
m
q
ualitat
i
ve
resear
ch
m
ethods
.
The
r
e
search
g
roup
c
onsi
s
t
s
of
2
7
st
ud
ents
w
h
o
a
re
i
n
the
s
e
ven
t
h
g
r
ade
of
a
m
id
dle
scho
ol
i
n
K
ı
r
şehi
r.
W
hen
the
activities
ar
e
being
carried
o
ut
,
st
uden
t
s
filled
in
w
orksh
eet
s
f
o
r
each
acti
v
ity.
Th
e
wo
rks
h
eets
w
e
re
a
naly
zed
b
y
cont
ent
anal
ys
is
m
eth
od
.
At
t
he
e
n
d
o
f
t
h
e
r
e
s
e
a
rc
h,
i
t
wa
s
d
e
te
rmin
e
d
t
ha
t
th
e
de
sig
n
e
d
a
n
d
a
p
plied
the
nat
u
re
o
f
science
act
ivities
have
a
p
osi
t
i
v
e
eff
ect
o
n
the
deve
lopment
o
f
the
st
ud
ents'
opinions
a
bou
t
the
na
tu
re
o
f
scien
ce.
K
eyw
ord
s
:
Box
ac
ti
vi
ty
e
x
a
m
ples
S
c
hoo
l
S
t
ude
n
t
The
na
ture
o
f s
c
i
e
nce
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corresponding
Au
thor:
Özlem
Afacan,
D
epa
rtme
nt
o
f
S
cie
nce
Ed
ucat
io
n,
K
ı
rşehir
A
hi
E
vran
U
ni
versi
t
y,
Ba
ğbaş
ı
R
oa
d, S
a
h
i
t
K
uru
t
l
u
o
g
l
u
S
tree
t
,
N
um
ber
100,
4
0
100,
K
ırş
e
h
i
r
, Tur
ke
y.
Em
ail:
ozlem
afa
ca
n
2
0
0
5
@
gm
ail.c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
U
nde
rsta
n
d
i
n
g
t
h
e na
ture of
s
c
i
e
nce
is impor
t
a
n
t
i
n
s
t
ruc
t
uri
n
g
s
c
i
e
n
tific
k
now
led
ge.
T
o eval
ua
te
t
he
deve
l
opm
en
t
o
f
k
now
led
g
e
in
t
he
h
is
tor
ica
l
proc
e
ss
an
d
it
s
fac
t
or
s
in
s
ocia
l
a
cc
e
p
ta
n
ce
,
r
e
cogniz
i
n
g
an
d
un
dersta
n
d
i
n
g
how
t
he
n
a
tur
e
of
s
c
ien
c
e
h
a
s
a
c
onc
e
p
tua
l
p
he
no
m
e
non
c
a
n
h
elp
to
u
s
e
i
t
mo
re
e
ff
ect
iv
el
y
i
n
e
du
cati
on
.
The
na
ture
o
f
scie
nc
e
a
n
d
re
sear
ch
i
n
t
o
sc
i
e
nce
e
duca
t
i
o
n
be
gan
i
n
t
h
e
la
t
e
1
9th
c
e
n
t
ury
of
M
ac
h
and
D
ew
ey
'
s
s
tu
d
y
i
n
the
e
arly
2
0
t
h
c
e
n
t
u
r
y
[
1].
A
t
the
b
egi
n
ni
n
g
o
f
th
e
19
6
0s,
J
ose
p
h
S
c
hw
ab
m
e
nti
o
ned
tha
t
t
he
s
t
r
uct
u
re
o
f
sc
ie
nce
w
as
a
disc
ip
li
n
e
an
d
t
r
i
e
d
t
o
de
v
e
l
op
curric
u
la
an
d
l
ear
n
i
n
g
s
tra
t
e
g
i
e
s
rel
ate
d
to
scie
nc
e.
T
h
i
s
sub
j
ec
t
w
h
ic
h
w
a
s
in
tere
sted
i
n
Sc
hw
ab
a
t
first,
Co
be
n
[2]
d
e
scri
be
d
as
t
he
n
at
ure
o
f
s
c
i
e
n
c
e
later.
T
he
f
irst
ar
t
ic
l
e
i
n
thi
s
f
iel
d
w
as
p
ub
l
i
s
h
e
d
by
Merr
i
t
K
i
mba
ll
i
n
1
96
7,
and
t
h
e
first
bo
o
k
w
as
p
u
b
lis
hed
i
n
196
9
by
J
ame
s
R
obi
n
s
on
,
an
edu
ca
to
r.
L
a
t
e
r
o
n
,
in
c
rea
s
i
n
g
st
u
d
i
e
s
i
n
t
hi
s
ar
ea m
ade i
t
nec
essary
to m
ake a
defi
ni
t
i
o
n
a
b
o
u
t
the
n
a
t
ure
of sc
i
e
n
ce.
A
lt
h
o
u
gh
t
h
e
n
ature
o
f
sc
i
e
nc
e
ha
s
b
e
e
n
d
es
c
r
ibe
d
i
n
ma
ny
di
ffe
r
e
n
t
w
a
y
s
,
i
t
h
a
s
b
e
e
n
e
v
a
l
u
a
t
e
d
a
s
val
u
es
an
d
a
ss
um
pt
ion
s
for t
he
d
eve
l
opm
e
n
t of scie
n
ti
fic
know
le
dge
[
3
]
.
S
o
me
feature
s
o
f
the
na
ture
of
scienc
e a
r
e
expla
i
ned
as [4-
1
3
]:
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
21
- 2
28
22
2
a.
T
h
e
te
nt
at
ive n
a
t
u
re
of
sc
ie
nti
fic k
n
owle
dge
:
S
ci
en
ti
fi
c
i
n
f
o
rmat
i
o
n
i
s
r
eli
a
b
l
e
b
u
t
n
ot
c
e
r
ta
i
n
.
Sc
i
e
nti
f
ic
in
form
ation
ca
n
be
c
ha
n
g
e
d
o
r
rene
w
e
d
ov
e
r
t
i
m
e
w
ith
n
ew
d
ata,
new
obs
erva
ti
on
a
nd
r
e
i
n
ter
p
re
ta
t
i
o
n
of
e
x
i
sti
n
g da
ta
and
ob
servat
i
ons.
b.
The
e
m
pri
c
a
l
n
a
t
u
re
o
f
sc
ien
t
ific
kn
o
w
led
g
e:
S
c
ien
tif
ic
k
n
o
w
le
dge
i
s
base
d
on
t
h
e
obser
va
ti
on
o
f
na
t
u
r
e
and
em
er
g
e
s
fr
om
t
hem
.
H
ow
e
v
er,
sc
ien
tif
i
c
k
n
o
w
l
e
d
ge
c
ann
o
t
b
e
a
tta
ine
d
b
y
o
b
serv
i
n
g
nat
u
re
m
ost
of
the
t
i
me
.
I
n
cases
w
her
e
it
c
a
n
n
o
t
b
e
ob
ser
v
e
d
d
irec
tl
y,
s
ci
ent
i
f
ic
k
now
le
dge
i
s
based
o
n
e
x
p
erim
en
ts.
Sc
i
e
nt
ifi
c
i
n
f
or
m
a
tio
n i
n
c
l
u
d
e
s
lo
g
ica
l
,
m
a
them
atica
l
a
nd
e
xper
im
enta
l i
n
fe
renc
es.
c.
S
ubj
ec
ti
vit
y
of
sc
i
e
n
tif
i
c
k
nowl
e
dg
e
:
S
c
i
e
n
tific
k
n
o
w
l
e
d
ge
r
em
ains
a
t
t
ac
he
d
to
o
bjec
ti
vi
ty,
w
h
i
l
e
be
i
ng
in
flue
nce
d
by
a
l
l
the
bac
k
gro
u
n
d
s, pe
r
so
nal
e
xper
i
enc
e
s,
p
erspe
c
t
i
v
e
s
a
nd
p
reju
dices
o
f sc
i
e
n
tis
ts.
d.
The
c
r
e
a
t
i
v
e
and
im
a
g
i
n
a
tive
na
t
u
re
of sc
i
e
nt
ific k
n
o
w
le
dge
:
Scie
n
t
i
f
ic
k
n
o
w
l
e
d
ge
c
a
n
i
mpr
o
ve
i
tse
l
f
depe
n
d
i
n
g
on
c
re
ati
v
e
th
ink
i
ng.
S
cie
n
t
i
s
ts
u
se
t
he
ir
i
m
a
g
i
na
t
i
o
n
an
d
c
r
ea
ti
vit
y
i
n
cre
a
ti
ng
scie
nt
ific k
n
o
w
l
e
dge
.
e.
Observation-inf
e
re
nce
in
sc
ie
nc
e:
There
is
a
d
if
fere
nce
be
tw
ee
n
o
b
serva
tio
n
a
n
d
in
fer
e
nce
.
S
cienc
e
i
s
depe
n
d
e
n
t
o
n
o
bser
v
a
tio
ns a
n
d
obs
er
v
a
t
i
on
s a
nd t
h
e
i
m
p
l
ic
ati
o
ns
o
f
in
ter
p
retat
i
o
n
.
f.
Scie
n
t
i
fic
t
h
e
o
ries a
n
d
l
a
ws:
The
t
h
eor
i
e
s
a
nd
l
aw
s
d
i
ffe
r
from
scie
ntific
k
now
led
g
e.
W
h
i
l
e
l
aw
s
ar
e
use
d
to
prese
n
t
sc
i
e
n
tific
fa
c
ts
,
t
h
e
o
ries a
re
u
sed t
o
e
xp
la
in
scie
nt
ific
f
ac
t
s
.
g.
The
soc
i
a
l
an
d c
u
ltu
ra
l em
be
d
d
e
dne
ss o
f
scie
nt
ific k
n
o
w
led
g
e
:
Sci
e
nti
f
i
c
k
no
wl
edg
e
i
s
so
c
i
all
y
a
nd
cul
t
u
ral
l
y
es
ta
bl
is
he
d.
S
cie
n
t
i
fic
kn
ow
l
e
d
g
e
is
i
nfl
u
e
n
c
e
d
b
y
t
he
s
ocia
l
a
n
d
cu
l
t
ura
l
v
a
l
ue
s
of
the s
o
c
i
e
t
y.
U
n
t
il
toda
y
a
ltho
u
gh
t
h
ere
i
s
no
c
o
m
m
on
de
fi
nit
i
o
n
o
f
w
h
at
s
c
i
e
nc
e
i
s
,
there
are
some
c
om
mon
val
u
es
a
bo
ut
t
he
n
a
t
ure
o
f
s
cie
n
ce.
A
cc
ordi
n
g
t
o
t
h
i
s
u
nde
rs
t
a
n
d
i
n
g
t
ha
t
w
e
c
an
d
e
f
i
n
e
a
s
t
he
n
a
t
ure
of
scie
nc
e,
s
c
i
e
n
t
i
fi
c
k
now
led
g
e
m
a
y
cha
nge
o
ver
t
i
me
o
r
r
e
n
e
w
a
ble
,
du
ri
n
g
t
hi
s
ch
a
n
g
e
,
sci
e
nti
f
i
c
k
no
wle
d
ge
d
e
p
e
nd
s
on
o
bj
e
c
t
i
vi
ty
w
h
i
l
e
d
e
v
elo
p
i
n
g
i
t
s
e
l
f
on
t
h
e
b
a
s
i
s
o
f
c
re
a
t
i
v
e
t
h
i
n
k
i
n
g
,
a
t
t
he
s
am
e
time
,
i
t
ca
rries
the
e
f
fec
t
s
o
f
t
he
s
oc
ie
ty
f
ro
m
w
h
ich
i
t
e
me
rges,
and
fina
ll
y,
ex
po
s
e
s
o
r
e
x
p
l
a
in
s
t
h
e
ev
en
t
s
w
ith
t
h
e
o
r
e
t
i
c
al
form
ati
o
n a
n
d
fa
ct
ua
l de
sc
ri
ptio
ns [
5, 8,
10,
14-
19].
Th
e
p
r
i
m
ary
o
b
j
ecti
v
es
o
f
sc
i
e
n
c
e
e
d
u
c
ati
on
are
t
o
d
ev
e
l
op
a
n
a
d
e
qu
at
e
un
d
e
rst
a
ndi
ng
o
f
t
h
e
n
a
t
u
re
of
s
c
i
e
n
c
e
a
nd
t
h
e
d
e
ve
l
o
p
m
e
n
t
of
s
c
i
en
ce
liter
acy.
Re
sear
ch
s
h
ow
s
t
h
a
t
t
he
re
a
re
d
e
f
ic
ienc
ie
s
in
t
h
e
un
dersta
n
d
i
n
g
of
t
he
n
a
t
ur
e
o
f
s
c
i
ence
i
n
al
l
st
u
d
en
ts
f
rom
ki
n
der
g
arte
n
t
o
1
2t
h
grade
a
s
w
e
l
l
a
s
t
ea
cher
s
[8]
,
[1
3,
18-
24]
.
A
d
o
p
tin
g
t
h
e
c
o
nc
ep
ts
o
f
th
e
n
a
ture
o
f
sc
ienc
e
i
n
dev
e
l
opi
n
g
s
cie
n
ce
l
i
t
er
a
c
y
an
d
de
ve
lop
i
n
g
a
n
un
dersta
n
d
i
n
g of
t
hem
[23]
.
C
ons
ide
r
i
ng
t
h
e
m
odern
s
c
i
e
n
ce
a
n
d
e
du
cat
io
na
l
pra
c
t
i
ces,
lear
n
ing
t
h
e
n
a
ture
o
f
scie
nc
e
i
s
one
o
f
the m
o
st imp
or
t
a
n
t
goa
ls o
f t
h
e r
e
for
m
move
me
nt
s.
It i
s
a
ls
o se
e
n
i
n the
i
nno
va
t
i
o
n
i
n
i
ti
a
tive
s
prepa
re
d b
y
t
h
e
M
i
n
i
s
t
ry
o
f
N
a
ti
o
n
al
E
d
u
c
a
tion
tha
t
t
he
n
a
t
ur
e
of
s
cie
n
c
e
i
s
ve
ry
i
m
port
a
nt
f
or
s
t
ude
n
t
s
t
o
b
ec
ome
s
c
ie
n
c
e
lite
rate
i
n
d
i
v
id
ua
ls
[
2
5
].
S
o
t
h
e
view
s
o
f
t
he
M
inis
try
o
f
N
ati
o
n
a
l
E
du
ca
t
i
on
t
h
a
t
c
u
rri
c
u
l
a
an
d
p
r
a
c
t
ic
es
f
o
r
the
deve
l
o
pm
ent
of
s
c
i
en
ce
l
i
t
era
c
y
sh
o
u
ld
b
e
i
n
cl
u
d
e
d
i
n
t
h
e
r
ec
en
t
r
e
fo
r
m
m
ovem
e
nts
ha
ve
a
c
c
e
l
e
r
at
ed
t
he
stud
ies
co
nd
uc
ted
in
t
his
fie
l
d
.
Te
ac
h
e
rs
h
ad
a
l
imit
ed
n
um
ber
o
f
p
rofe
ssiona
l
a
c
t
ivi
t
i
es
s
o
th
a
t
t
h
e
i
r
st
ude
n
t
s
c
o
u
l
d
d
e
ve
lo
p
th
e
c
o
n
cept
s
o
f
nat
u
re
o
f
sc
ie
nce
.
I
n
t
h
i
s
c
on
t
e
xt
,
th
e
r
e
h
a
s
b
e
e
n
a
n
e
ff
ort
foc
u
si
ng
o
n
m
o
t
i
v
a
t
i
n
g
s
t
ude
n
t
s
un
dersta
n
d
a
nd
lea
rn the
na
t
ur
e
of
s
cience
b
e
t
ter
b
y
the
exa
mpl
es
o
f de
ve
l
ope
d a
c
t
i
v
i
t
i
es [1
0
].
Wit
h
r
e
cen
t
chan
ge
s
in
t
h
e
T
urk
i
sh
e
d
u
c
a
t
ion
s
y
s
t
em
,
the
conce
p
t
o
f
“
t
h
e
n
a
t
u
r
e
o
f
s
c
i
e
n
c
e
”
h
a
s
bee
n
i
ntro
d
u
ce
d
i
n
s
c
i
e
n
ce
c
urr
i
c
u
l
a
,
ther
e
stil
l
ar
e
di
ffic
ul
t
ies
bee
n
e
x
p
erie
nced
a
bo
ut
i
n
t
e
g
ra
tin
g
it
int
o
eve
r
y u
n
i
t
ta
u
g
h
t i
n
sc
i
e
n
ce
[1
7,
26].
A
c
tivi
t
i
es
t
ha
t
w
i
l
l
i
n
t
e
g
ra
te
t
he
n
a
t
ure
of
s
c
i
e
n
ce
w
ith
s
ub
je
c
t
a
c
q
u
i
s
i
t
i
o
n
s
o
f
f
e
r
a
n
e
f
f
e
c
t
i
v
e
so
l
u
t
i
o
n
f
or
t
he
n
ee
d
s
o
f
t
h
e l
e
sso
n
s.
I
n
t
h
i
s
w
ay,
w
h
ile stu
de
n
t
s l
e
arn th
e
su
b
j
e
c
t
g
a
i
ns,
on the
o
t
her
ha
nd,
b
y
em
phas
i
zi
n
g
t
he
c
o
n
c
e
p
t
s
o
f
nat
u
re
o
f
scie
nc
e,
t
he
y
ar
e
p
r
ov
ide
d
to
d
e
v
e
l
o
p
t
he
ir
o
w
n
u
n
d
ersta
n
di
n
g
of
t
he
nat
u
re
of
sc
ie
n
c
e
[27]
.
I
n
o
rder
t
o
ove
rcom
e
th
is
d
e
f
i
c
ie
nc
y,
i
t
is
t
h
e
b
as
is
o
f
th
is
r
esea
rch
t
o
r
e
p
rod
u
ce
t
he
c
h
a
r
acte
r
istic
s
o
f
t
h
e
n
a
t
u
r
e
of
s
ci
en
c
e
w
it
h
e
x
amp
l
es
o
f
alt
e
rn
at
iv
e
acti
v
it
i
e
s
ai
me
d
at
t
e
a
c
h
ing
s
econd
a
r
y
s
c
ho
ol
s
tu
d
e
nt
s.
The
act
i
v
itie
s
me
ntio
ne
d
her
e
a
re
d
esig
ne
d
to
b
e
a
n
i
m
p
or
tan
t
s
ource
for
teachers
a
nd
other
researchers
in
a
c
c
o
rd
an
ce
w
it
h
t
h
e
obj
e
c
tiv
e
s
a
nd
o
b
j
ect
i
v
es
s
pe
cif
i
ed
i
n
th
e
sec
o
n
d
ar
y
sc
hoo
l
s
c
ience
c
u
rric
u
l
u
m
.
I
n
add
i
tio
n,
sm
a
ll
c
ha
nge
s in a
ct
iv
itie
s c
a
n
be a
pp
lied
t
o
d
iffe
re
nt d
isc
i
pl
ine
s
and
issue
s
.
I
n
o
r
d
er
t
o
s
o
l
v
e
t
h
is
d
efic
ie
nc
y,
i
t
is
t
he
b
asis
o
f
t
h
i
s
r
ese
a
r
ch
t
o
rep
r
odu
c
e
exa
m
p
l
es
o
f
alt
e
rn
at
iv
e
ac
t
i
v
i
ti
e
s
a
i
m
ed
a
t
teac
h
i
ng
sec
o
ndary
s
c
h
oo
l
st
u
d
en
ts
t
he
c
har
ac
t
e
risti
c
s
of
t
h
e
n
at
u
r
e
o
f
s
ci
en
c
e
.
Th
e
ac
t
i
v
i
ti
e
s
m
en
t
i
o
n
e
d
a
r
e
d
es
i
gne
d
t
o
b
e
a
n
i
mpor
t
a
nt
s
ourc
e
f
or
t
ea
ch
ers
a
n
d
ot
h
e
r
res
e
a
r
ch
e
r
s
in
a
ccord
a
n
ce
w
ith
t
he o
b
j
ec
tive
s
a
nd
ob
jec
t
i
v
e
s
speci
fie
d
i
n the
sec
o
n
d
ar
y s
ch
oo
l sc
i
e
nc
e
curr
i
c
ulum
.
Th
e
ai
m
o
f
t
his
res
e
a
r
ch
i
s
t
o
d
et
e
r
mi
n
e
t
he
s
t
a
tu
s
of
s
t
u
d
e
nt
s
b
y
de
ve
lop
i
ng
a
l
t
e
r
n
at
i
v
e
act
iv
itie
s
tha
t
w
i
ll
he
l
p
t
o
im
pro
v
e
t
h
e
view
s
o
f
t
he
s
eve
n
t
h
g
rade
s
tude
n
ts
a
bo
u
t
t
he
n
a
t
ure
of
s
c
i
e
n
ce
a
nd
t
o
bet
t
er
teac
h t
h
e
na
t
u
re
o
f sc
i
e
nce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Ap
pl
ic
at
i
o
n
o
f
“
t
he
na
t
u
re
o
f
sc
i
e
nce”
box
ev
ent e
x
am
pl
es to
m
i
dd
le
sch
o
o
l 7
t
h
…
(Ö
zlem
Afaca
n
)
22
3
2.
RESEARCH
M
ETH
O
D
The
rese
arc
h
i
s
t
h
e
c
a
se
s
t
u
d
y
i
nc
lude
d
i
n
t
he
qua
lita
t
i
ve
r
e
s
e
a
r
c
h
d
e
s
i
g
n
s
.
C
a
s
e
s
t
u
d
y
i
s
a
r
e
s
e
a
r
c
h
me
tho
d
w
h
i
c
h
r
un
ni
n
g
a
c
urre
nt
p
h
e
n
o
me
n
on
i
n
its
r
e
a
l
l
i
fe
fram
e,
t
he
bou
n
d
ar
i
e
s
be
t
w
ee
n
the
c
a
se
a
nd
its
con
t
e
n
t a
r
e
no
t
clea
r a
nd used
i
n
ca
se
s whe
r
e
mor
e
tha
n
o
n
e
evi
de
nce
or
d
a
t
a
so
ur
ce
is
a
va
i
l
a
b
le
[2
8
].
I
n
t
he
r
e
s
ear
ch
,
the
des
i
gne
d
ac
tiv
i
ties
w
e
r
e
a
pp
lied
to
2
7,
7
t
h
g
r
a
d
e
st
uden
t
s
in
a
pub
l
i
c
s
c
h
ool
i
n
K
ı
rşehir
p
ro
vin
c
e
during
t
h
e se
con
d
sem
ester
of
2
0
1
6
/2
01
7
aca
de
mi
c
y
e
a
r
.
The
w
o
rk
in
g
p
a
per
s
p
r
e
par
e
d
for
the
i
m
p
l
e
m
entat
i
o
n
of
t
he
a
c
tiv
i
t
i
e
s
w
e
re
carried
o
u
t
by
D
oğa
n
e
t
al
[
2
9
].
A
fter
t
he
s
t
u
d
y
p
a
p
ers
w
e
r
e
p
r
e
par
e
d,
t
he
y
w
e
re
e
xa
min
e
d
by
t
w
o
e
x
perts.
A
p
i
l
o
t
st
u
dy
ha
s
bee
n
ca
rried o
u
t
w
i
t
h t
h
e se
ve
nt
h g
r
a
d
e stude
n
t
s of
2
7 stu
d
e
n
t
s
w
ho
a
r
e i
n
a d
i
f
fer
e
nt
a
nd t
h
en t
he
ne
cessar
y
w
orks
have
bee
n d
o
n
e
.
2.1.
Design
o
f n
a
tu
re
of
s
c
i
enc
e
teac
h
ing
activ
i
ties
I
n
t
hi
s
st
u
dy,
s
ix
d
iffere
n
t
a
c
t
ivi
tie
s
rela
te
d
t
o
t
he
n
a
t
ure
o
f
scie
nce
w
e
re
d
eve
l
ope
d
for
7th
gra
d
e
o
f
seco
nda
ry
s
ch
oo
l
s
t
ude
n
t
s
b
y
r
esear
cher
s.
T
he
p
re
pare
d
ac
t
i
v
i
ti
es
w
e
r
e
ex
a
m
i
n
ed
b
y
t
w
o
s
c
i
e
n
c
e
edu
c
ati
o
n
expe
r
t
s
a
n
d
t
h
e
ne
cessar
y
a
rr
angem
e
n
t
s
w
e
r
e
m
ade
in
l
i
n
e
w
i
th
t
he
ir
o
p
i
ni
o
n
s.
T
he
p
il
ot
a
p
p
lica
t
i
ons
o
f
ac
t
i
v
i
ti
e
s
w
er
e
app
l
i
e
d
w
i
t
h
27
st
ude
n
t
s
s
t
ud
y
i
n
g
i
n
7
t
h
gra
d
e
in
t
he
f
i
r
st
s
e
m
e
s
t
e
r
o
f
2
0
1
6
/
2
01
7
ac
adem
ic
yea
r
.
A
t
the
e
nd of t
he p
il
o
t
app
l
i
ca
ti
o
n
,
arr
a
ngem
e
n
t
s w
e
re
m
a
de.
B
l
ack
b
o
x
act
i
v
i
ties
w
h
ich
w
e
r
e
d
esig
ne
d
Leder
m
a
n
a
n
d
K
ha
l
i
c
k
[
3
0
]
a
r
e
ada
p
te
d
by
r
e
s
ear
cher.
Bla
c
k
b
ox
e
v
e
n
ts
p
rov
i
de
e
xpe
r
i
e
n
ce
s
w
i
t
h
s
t
u
den
t
s
s
i
m
i
la
r
t
o
s
ci
en
ti
st
s’
c
h
a
ra
ct
ers.
S
t
u
d
e
nt
s
t
r
y
to
un
dersta
n
d
the
e
ven
t
s
h
o
w
the
y
w
ork.
S
tude
n
t
s m
a
ke ob
s
erv
a
t
i
o
n
s
, col
l
ec
t data,
m
a
ke in
f
er
ence
s
and prop
ose
hy
p
o
the
s
es
t
o
exp
l
a
i
n
t
h
e
da
t
a
.
The
n
t
he
y
m
a
ke
p
red
i
c
t
io
ns
b
a
s
e
d
o
n
t
hes
e
h
y
p
o
t
h
eses.
D
e
vel
op
w
a
ys
t
o
te
st
them
(
Ther
e
is
n
o
nee
d
t
o
lim
it
t
h
e
s
e
pa
t
h
w
a
ys
t
o
c
o
ntro
lle
d
e
x
pe
rime
n
t
s)
.
Base
d
o
n
t
heir
t
es
ts,
t
h
ey
d
e
c
i
d
e
whet
her
the
h
ypo
t
h
ese
s
a
re
a
ppro
p
riate
or n
o
t
[3
0
].
The
e
x
e
m
pl
ary
ac
ti
v
i
t
i
es
g
i
v
en
i
n
the
sa
m
e
w
ay
do
n
o
t
ha
ve
t
o
b
e
app
l
ied
i
n
t
he
s
am
e
way.
I
f
nec
e
ssary,
cha
nge
s
can
b
e
ma
de
d
e
p
en
d
i
n
g
on
t
h
e
co
n
d
it
i
ons
o
f
y
ou
r
cl
ass
,
t
h
e
i
n
t
e
r
est
s
o
f
th
e
stu
d
en
ts
a
nd
t
h
e
app
r
op
ri
at
e t
i
me
[
3
0
]
.
2.
1.1.
Natu
re
of
s
c
i
enc
e
teac
h
ing
activ
i
ties
I
n
t
h
i
s
st
ud
y,
o
nl
y
on
e
ac
ti
v
i
ty
w
a
s
g
i
v
e
n
.
I
t
c
ou
ld
b
e
f
oun
d
m
ore
in
form
ati
o
n
ab
o
u
t
th
e
s
e
acti
v
i
t
ies
i
n
th
e
o
t
h
er re
f
ere
n
ce
s [2
7
,
3
1].
Activity 1
:
Myst
e
ri
o
u
s ca
nd
l
e
i
n th
e
bo
x
To
pi
c
:
Change
of
state of
mat
t
er
A
c
qu
isiti
o
n
:
T
he
s
tude
nt
m
ake
s
e
x
p
eri
m
ents
t
h
a
t
c
a
n
c
ha
nge
t
he
e
ffec
t
o
f
he
at
a
nd
m
akes
in
fere
nce
s
b
ase
d
on t
h
e
da
ta
obta
i
ne
d.
Wi
th
t
h
i
s
a
c
tiv
it
y
;
t
h
e
d
i
fferen
c
e
b
e
t
w
e
e
n
ob
serv
at
ion
an
d
inf
e
r
e
nce
,
t
h
e
i
n
t
er
cha
n
g
e
a
bi
li
ty
o
f
scie
nt
ific
k
n
o
w
le
dge
,
scien
t
ific
k
n
o
w
l
e
d
ge
b
ase
d
on
e
x
p
e
rim
e
nta
ti
o
n
,
sc
i
e
n
tific
k
n
o
w
l
edge
a
s
a
pa
rt
o
f
the
extra
c
tio
n
of p
e
o
p
l
e
,
i
m
a
gi
na
ti
o
n
a
nd cr
eat
i
v
it
y
aims
t
o
ga
in f
ea
t
u
re
s.
Imp
l
ementat
i
on
of th
e
activity
The
m
e
c
h
an
is
m
show
n
i
n
F
igure
1
is
p
re
pa
re
d
in
a
d
v
a
n
c
e
and
bro
u
ght
t
o
c
l
a
ss
s
o
t
ha
t
it
c
a
n
b
e
se
en
by
e
v
ery
s
t
ude
nt.
S
t
u
d
e
n
ts
a
r
e
d
i
v
ide
d
i
n
t
o
rand
om
g
r
oups
o
f
3-
4
pe
o
p
le.
The
c
a
n
d
l
e
i
n
t
he
b
ox
is
burn
t
.
The
stude
n
t
s
ob
serve
t
h
e
ca
nd
le
f
l
a
me
f
rom
bel
o
w
t
h
e
e
y
e
l
e
v
e
l,
b
ut
t
he
y
ca
nn
o
t
s
ee
i
ns
ide
the
bo
x.
O
bse
r
va
t
i
o
n
con
t
in
u
e
s
for
a
w
h
ile
.
S
t
u
d
e
n
ts
o
b
s
erve
t
hat
the
ca
ndle
in
t
he
bo
x
d
o
e
s
n
ot
m
elt
or
d
isa
ppear
o
r
shr
i
n
k
.
A
s
k
st
u
d
e
nt
s wh
a
t
mi
g
ht
h
ap
pe
n
i
n
t
h
e
box
.
F
i
gure
1.
O
utside
the
b
o
x
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
21
- 2
28
22
4
S
t
ude
n
t
s
fi
ll
out
t
he
w
orks
he
e
t
t
o
draw
t
he
i
r
i
dea
s
a
bo
ut
w
hat
m
i
gh
t
ha
ppe
n
in
t
he
box
a
n
d
to
m
a
k
e
an
e
xp
la
nat
i
o
n
of
w
ha
t
pr
oce
s
s
m
i
g
h
t
hap
pe
n
in the
b
o
x
.
Th
e
y
m
a
ke
a
n
e
x
pla
n
a
tio
n of
t
h
e
i
dea
of
t
he
a
c
t
i
v
i
t
y
w
ith
t
he
ir
d
r
a
w
i
n
g
s
in
fro
nt
o
f
the
c
l
a
s
s.
T
e
ache
r
d
r
a
w
s
a
tt
e
n
t
i
o
n
t
o
t
h
e
d
i
f
f
e
r
e
n
t
i
d
e
a
s
a
n
d
a
n
s
w
e
r
s
o
f
t
h
e
stude
n
t
s
t
o
e
m
pha
size
t
h
e p
l
a
c
e
o
f im
agi
n
a
t
i
on an
d
cre
a
ti
vi
ty i
n
th
e p
r
od
uc
t
i
on
o
f
sc
i
e
ntif
i
c
kno
wl
ed
g
e
.
S
t
ude
n
t
s
are
asked
t
o
c
om
par
e
t
he
ir
g
r
o
up
w
i
t
h
t
he
o
t
h
er
g
ro
up
m
o
del
s
.
Te
ache
r
a
sks
t
h
em
i
f
the
i
r
idea
s ha
ve cha
nge
d. The a
rgu
m
ent is f
oc
use
d
a
rou
nd w
h
e
t
he
r sc
ie
n
t
i
f
i
c
i
nform
a
ti
on c
a
n
be
c
h
an
ge
d w
ith
n
ew
data,
i
n
terpre
ta
tio
ns
a
n
d
i
ns
i
ght
s.
I
nside
of
t
he
b
o
x
i
s
s
how
n
to
a
l
l
g
r
o
ups
a
fte
r
c
omp
l
eti
n
g
t
h
e
i
r
dr
aw
in
gs.
Stude
n
t
s o
b
ser
v
e tha
t
can
d
l
e
i
s
p
lace
d in a
gl
a
ss of wate
r
in
s
i
de the
b
o
x
(F
i
g
u
re
2
and
F
i
g
u
re
3
).
F
i
gure
2.
I
nsi
d
e
the
bo
x
F
i
gur
e
3
.
Inside
the
g
la
ss
Th
e
n
,
qu
es
tio
ns
a
re
a
s
k
e
d
t
o
st
i
m
u
l
a
t
e
stud
en
ts
'
t
h
in
ki
n
g
a
b
out
t
h
e
t
op
i
c
:
Wh
y
do
e
s
not
t
h
e
cand
l
e
me
lt
i
n
the
w
a
t
e
r
?
; Wi
ll t
h
e
cand
l
e
ne
ver
m
e
lt
?
;
W
il
l th
is
a
c
t
i
v
i
ty g
i
v
e t
h
e
sam
e
result
s
f
or
o
t
h
e
r
l
iq
u
i
ds
?
Te
ac
h
e
r
p
o
in
ts
o
u
t
t
he
s
i
m
i
l
arit
i
e
s
of
t
he
a
c
t
ivi
t
y
a
n
d
sc
i
e
nti
s
t
s'
w
orks.
They
a
re
a
ske
d
t
o
respond
to
ot
her
q
u
es
ti
on
s
on
the
w
o
r
k
shee
ts.
S
t
ud
e
n
ts’
know
le
dge
a
bo
u
t
t
h
e
c
h
ar
a
c
teris
t
i
c
s
of
t
he
n
a
t
u
r
e
of
s
cienc
e
wh
i
c
h
a
r
e
t
e
nt
at
iv
en
e
ss
o
f
s
ci
en
ti
fi
c
kn
o
w
l
e
dg
e,
t
h
e
d
if
f
e
re
nce
b
et
we
en
o
b
s
e
r
v
a
ti
on
a
nd
i
nfe
r
en
c
e
,
p
art
of
t
h
e
in
fere
nce
, im
a
gi
na
ti
o
n
, a
nd c
r
ea
t
i
vi
ty
o
f
h
u
m
a
ns,
and
based
on
e
xpe
rime
nts
are
c
ont
r
o
l
l
ed
[
3
1
].
2.2.
A
n
alys
is of
d
a
ta
The
w
o
rk
in
g
pa
pers
w
e
r
e
a
n
alyze
d
b
y
c
o
nte
n
t
a
n
al
ysis
i
n
order
t
o
dete
r
m
ine
t
h
e
st
u
d
e
n
t
s
'
ac
t
i
v
itie
s
dur
in
g t
h
e
app
l
i
c
at
i
o
n.
3.
RESULT
S
My
ster
io
us
c
a
n
d
l
e
i
n
t
he
b
o
x
a
c
t
iv
ities
dr
a
w
in
gs
o
f
w
h
a
t
s
t
u
den
ts
m
a
y
b
e
in
si
de
t
he
b
ox
f
or
e
ac
h
gro
up sh
ow
s in
F
igure
4.
F
i
gure
4.
M
yst
e
rio
u
s
ca
n
d
le
i
n the
b
ox
ac
tiv
it
i
e
s dra
w
ing
s
o
f w
h
a
t
st
ud
e
n
t
s
may
b
e
i
n
si
de
t
h
e
b
ox
fo
r
eac
h gro
u
p
M
i
rro
r
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Ap
pl
ic
at
i
o
n
o
f
“
t
he
na
t
u
re
o
f
sc
i
e
nce”
box
ev
ent e
x
am
pl
es to
m
i
dd
le
sch
o
o
l 7
t
h
…
(Ö
zlem
Afaca
n
)
22
5
I
n
t
he
d
ra
w
i
ng
o
f
the
grou
p
G
1
,
i
t
i
s
see
n
t
ha
t
the
ca
n
d
le
i
n
s
i
de
t
he
b
ox
is
c
o
nnec
t
e
d
t
o
a
bat
t
er
y
b
y
elec
tr
ic
c
ab
les.
T
he
d
raw
i
n
g
s
dra
w
n
b
y
t
he
G
2
gro
u
p
i
nc
l
ude
a
g
lass
a
n
d
co
l
d
w
ater
i
n
t
h
e
b
ox.
I
n
the
G
3
draw
i
n
gs,
t
h
e
c
a
nd
le i
nside
t
h
e
b
ox
a
ppe
ars
t
o
b
e
co
ve
red
w
ith
a
l
um
i
n
um
f
oi
l
.
T
he
g
r
o
u
p
G
4
in
dica
t
e
d
ic
e
o
n
the
un
de
rsi
d
e
of
t
he
c
a
n
dl
e
a
nd
m
i
r
r
ors
o
n
t
he
s
ide
s
o
f
t
h
e
bo
x
.
T
h
e
in
teri
or
o
f
t
h
e
b
o
x
is
c
ove
red
w
ith
a
blac
k su
b
s
ta
nc
e i
n
G
5’s dr
aw
in
gs
. In the dra
w
in
g of G
6
t
h
e
r
e
ar
e
s
a
nd, nails
plas
t
i
c
a
n
d
ice ar
o
u
nd the
c
andle
in
si
de
t
he
b
ox.
I
n
t
h
e
draw
i
n
g
o
f
G
7
i
t
i
s
se
en
t
ha
t
the
r
e
is
c
old
w
a
te
r
ins
i
de
t
he
box.
T
he
e
xp
la
na
ti
o
n
s
of
t
he
stude
nt
s
are clas
sif
i
ed
a
s in
T
able
1
.
Tab
l
e
1.D
i
stri
b
u
t
i
on o
f
st
u
de
n
t
d
escr
ipt
i
o
n
s b
y
gr
oups
Expl
a
n
a
t
ions
on
wha
t
ca
n
b
e
in
t
he
b
ox
R
e
s
ponding
g
r
ou
p/
G
r
oups
The
ca
ndl
e
burns
o
f
f
w
itho
u
t
be
ing e
l
e
c
t
ri
c
G
1
The
ca
ndl
e
i
s
i
n
th
e c
o
ld
w
a
t
e
r
,
s
o
th
e
c
a
ndle
doe
sn't
m
e
lt
G
2
,
G7
Bec
a
u
s
e
t
he c
a
ndle
is c
ove
r
e
d
w
ith a
l
u
m
i
nu
m
foil,
c
a
ndle
l
a
t
e
m
el
ting
G3
The
ca
ndl
e
s
i
n
th
e
box
m
a
y
not
r
e
f
lec
t
t
he m
i
r
ror
a
nd
the m
e
lt
i
ng
c
a
ndle
ma
y
not
m
elt
by free
z
i
n
g
t
h
e
i
c
e
G4
I
t
a
bsorb
s
t
he
h
e
a
t
e
m
itt
e
d
b
y
th
e
li
ght a
nd
re
duc
e
s
t
h
e
h
ea
t
i
n
th
e
e
nvironm
e
n
t,
s
o
t
h
e
m
e
lt
ing
tim
e
of
t
he
c
a
ndl
e
is
p
rolon
g
e
d
.
G5
S
o
il, n
a
ils
, p
l
a
sti
c
a
n
d
i
c
e
, th
e
d
ev
i
c
e
p
r
o
v
i
d
e
s th
e t
e
mp
er
atu
r
e
b
al
a
n
c
e
o
f
th
e
ca
n
d
le
c
a
u
s
e
s
l
a
te
me
lting
G6
A
s
s
ee
n
in
T
a
b
le
1
,
gro
ups
G
2
an
d
G
7
t
hi
n
k
t
h
a
t
t
he
c
a
n
d
l
e
in
t
he
b
o
x
i
s
in
c
old
w
a
t
e
r
and
t
h
e
r
ef
o
r
e
t
h
e
c
a
n
d
l
e
d
o
e
s
n
o
t
m
e
l
t
.
T
h
e
G
1
g
r
o
u
p
s
a
y
s
t
h
a
t
t
h
e
r
e
i
s
a
n
e
l
e
c
t
rica
l
sys
t
em
i
n
the
bo
x.
T
he
G
3
gro
u
p
sug
g
es
t
e
d
t
h
at
t
he
c
a
n
d
l
e
w
a
s
cover
e
d
w
i
t
h
a
lum
i
n
u
m
fo
il.
T
h
e
G
4
gr
oup
t
h
i
n
k
s
tha
t
t
h
e
m
irrors
a
nd
i
ce
in
the
b
o
x
p
r
e
ve
nt
t
he
c
a
n
dle
f
r
om
m
elti
n
g
.
G
5
i
n
d
i
c
a
t
es
t
hat
the
i
n
s
i
de
o
f
t
h
e
b
o
x
is
c
ove
re
d
w
i
t
h
a
b
lac
k
su
bs
t
a
n
c
e
a
n
d
t
h
i
s
b
l
a
ck
s
ub
st
a
n
ce
redu
ce
s
th
e
h
e
a
t
e
mit
t
ed
b
y
t
h
e
l
i
g
h
t
,
t
hu
s
e
x
t
e
n
d
in
g
th
e
me
lti
ng
time
o
f
the c
a
n
d
l
e.
F
o
r
the
q
u
es
ti
on
of
“
D
o y
o
u
t
h
ink
th
a
t
i
m
ag
in
a
tio
n a
n
d
cre
a
t
i
vi
ty
a
r
e im
p
o
r
t
an
t com
pone
n
t
s
fo
r
prod
uc
t
i
o
n
of scie
n
t
i
fic
k
n
o
w
l
e
dge
?”
All
g
r
ou
ps
s
a
i
d
“
Y
e
s
, we t
h
i
n
k it is
im
p
o
rta
n
t”.
W
h
e
n
t
each
i
n
g
w
ith
t
h
e
a
ct
iv
it
y,
s
t
ude
n
t
s
s
t
ate
d
t
ha
t
i
m
a
g
i
n
a
t
i
o
n
an
d
cre
a
ti
v
it
y
w
e
re
i
m
porta
n
t
i
n
t
h
e
pro
d
u
ct
i
on
of
scie
nt
ific
k
n
o
w
l
e
dge
.
The
que
st
i
on
o
f
“
H
o
w
do
you
th
in
k
a
n
e
v
e
n
t
th
at
sci
e
n
t
i
s
t
s
c
a
n ob
se
rv
e but
d
o
no
t
k
now th
e
d
e
tai
l
s?
”
The
answ
e
r
s to the
q
ues
t
ion
ar
e c
l
assi
f
i
e
d
as
fol
l
ow
s.
A
s
s
how
n
in
T
able
2
,
thre
e
gr
ou
ps
(
G
1
,
G
5
,
a
nd
G
6
)
sa
i
d
t
he
s
c
i
en
t
i
s
t
s
u
s
e
ima
g
i
n
a
tio
n.
G
2
an
d
G4
st
a
t
ed tha
t
t
h
e
scie
n
t
is
ts m
ake
predic
t
i
o
n
, G
2 a
nd G
5
sa
i
d t
h
at
t
he sc
i
en
t
i
st
s
ge
nera
t
e
i
dea
s
,
G
3
and G
7
gr
o
u
p
s
sai
d
t
ha
t
sc
ie
nt
is
t
s
t
h
i
nk
a
nd
G
1
a
n
d
G
5
sai
d
t
ha
t
the
scie
nt
i
s
ts
m
ake
a
s
sump
ti
o
n
.
O
n
e
gro
up
e
x
am
i
n
ed
t
h
e
scie
nt
ists
(
G
2
)
and
use
s
t
he
c
rea
t
iv
i
t
y
(G
3)
h
ave
pr
od
u
c
e
d
i
dea
s.
W
h
e
n
te
ac
hi
n
g
s
w
i
t
h
t
he
act
iv
ity,
t
h
e
stude
n
t
s e
x
pla
i
n t
h
e e
v
e
n
ts
th
a
t
sc
ie
nt
ists
ca
n
ob
s
e
r
ve b
ut do
n
o
t
k
now
t
h
e
d
e
t
a
i
l
s
t
he
y s
t
ate
d
tha
t ima
g
i
n
a
tio
n
and
cre
a
t
i
v
i
ty
w
e
r
e
importa
nt
.
Ta
bl
e
2
.
Th
e
t
ho
ugh
ts
a
n
d
di
stri
bu
t
i
o
n
o
f
t
he
g
rou
p
s
a
bou
t
ho
w
scien
t
ist
s
c
an
obse
r
ve
b
u
t
e
xp
la
ina
n
e
ve
n
t
t
h
at
th
e
y
do
not
k
no
w t
h
e d
e
t
a
i
l
s
G
r
oups
Mak
e
A
ssum
p
ti
o
n
Ma
k
e
pre
d
ic
tion
Ex
ami
n
e
To
g
e
ne
r
a
t
e
de
a
s
U
s
e
y
our
ima
g
ina
tion
Use
y
our
cr
e
a
t
i
v
e
T
h
inking
G1
+
+
G2
+
+
+
G3
+
+
G4
+
G5
+
+
+
G6
+
G7
+
Th
e
q
u
e
stio
n
o
f
“
Do
you
t
hi
nk
t
ha
t
i
m
a
g
in
a
tio
n
a
n
d
c
r
ea
t
i
vi
t
y
a
re
i
m
p
orta
nt
i
n
the
pr
od
uct
i
on
o
f
scie
nt
ific k
n
o
w
l
e
dge
?
”
A
l
l
of
gro
ups sa
i
d
“ ye
s we
th
ink
i
t
is i
m
por
t
a
n
t
”.
The
answ
er
s
give
n
to
t
he
“
D
id y
o
u
r
ide
a
s c
h
a
n
g
e a
f
t
e
r yo
u sa
w t
h
e
dra
w
ings o
f
o
t
her
grou
ps? D
o
you
thi
n
k
th
a
t
scie
nt
is
t
s
'
i
d
ea
s
c
an
c
h
ange
i
n
the
l
i
gh
t
of ne
w d
a
ta,
ne
w persp
ec
tive
s
an
d
i
n
te
rpre
ta
ti
o
n
s
?
Quest
i
on ar
e as fol
l
o
ws.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
21
- 2
28
22
6
As
s
h
o
w
n
i
n
T
ab
l
e
3
,
G2
,
G3
,
G5
,
G7
i
nd
i
cat
ed
t
h
a
t
t
h
ei
r
i
d
eas
d
i
d
no
t
c
h
a
n
ge
w
he
n
th
e
y
s
a
w
t
h
e
draw
i
n
g
of o
th
er
grou
p
s.G
4
a
nd G
6
grou
p
s
are
the
opi
n
i
o
n
s
t
hat
th
ei
r id
eas h
a
v
e
no
t
ch
an
g
e
d
bu
t
so
me
t
e
a
ms
'
idea
s
are
log
i
c
a
l.
T
he
G
1 group
ex
p
l
ai
ne
d t
h
at
t
he
i
r
idea
s
c
ha
n
ge
d
.
Ta
b
l
e 3.
Whe
n
you se
e o
t
he
r dra
w
in
gs
o
f gr
ou
ps’
dis
t
r
i
b
u
t
i
on o
f
t
he
c
han
g
es of t
h
e
i
r
i
d
e
a
s by
gro
u
p
s
G
r
oup
’
s
e
xpla
i
n
Re
sponding
g
r
oup/
G
r
oups
O
u
r
i
d
e
a
h
a
s
c
ha
ng
e
d
,
O
u
r
i
d
e
a
c
ha
ng
e
s
G
1
O
u
r
idea
h
a
s
n'
t c
h
a
nge
d
G2,
G
3,
G
5,
G
7
O
u
r
idea
h
a
s
not c
ha
nge
d, but
t
he
i
de
a
of
t
his
te
am
wa
s
a
lso
l
o
g
i
c
a
l
G4
, G6
4.
DISC
USSION
D
e
si
g
n
i
n
g
a
lte
rna
tive
ac
t
i
v
iti
es
f
or
t
e
a
c
h
in
g
scienc
e
w
ill
h
e
lp
t
he
s
eve
n
t
h
g
ra
de
s
tu
de
nts
to
d
e
v
e
l
o
p
the
i
r
v
i
ew
s
o
n
t
he
n
a
t
ur
e
of
s
c
i
e
n
ce
a
n
d
t
o
de
ve
lo
p
be
tter
w
a
ys
t
o
tea
c
h
t
h
e
n
a
ture
o
f
scie
nc
e.
T
he
cha
r
ac
t
e
ris
tics
of
t
he
n
a
t
u
r
e
of
s
c
i
e
n
ce
a
r
e
tenta
tive
n
e
s
s
of
s
c
i
e
n
tif
i
c
k
no
w
l
e
d
ge,
the
r
o
le
o
f
ima
g
i
n
a
t
i
on
a
n
d
cre
a
ti
vit
y
i
n
t
h
e
prod
uc
ti
o
n
o
f
sc
i
e
nti
f
ic
k
n
o
w
l
e
dge,
t
h
e
sub
j
e
c
t
i
v
i
t
y
o
f
s
cie
n
tific
k
n
o
w
l
e
d
ge,
th
e
d
i
ffe
renc
e
betw
ee
n
o
b
ser
v
a
t
i
on
a
n
d
in
f
e
re
nce,
t
he
i
n
f
l
u
enc
e
o
f
soc
i
a
l
a
n
d
c
u
l
t
ur
al
v
al
ues
o
n
s
c
i
e
n
t
i
fi
c
k
now
led
g
e,
a
nd
depe
n
d
i
n
g on
s
c
ien
t
i
f
ic da
t
a
.
Th
e
a
c
ti
v
ity
d
e
v
el
op
ed
b
y
t
h
e
re
sea
r
ch
ers
wa
s
e
a
sy
t
o
imp
l
ement
i
nt
o
the
re
al
c
la
ssr
o
om
p
r
act
ice
,
and
n
o
p
rob
l
e
m
w
as
e
nc
ou
nt
e
r
ed.
Thi
s
s
h
o
w
s
t
h
a
t
t
he
se
t
ype
o
f
b
o
x
a
c
t
i
v
it
ies
ca
n
be
e
a
s
i
l
y
imp
l
em
ente
d
b
y
ot
her
tea
c
h
er
s.
D
urin
g
t
h
e
i
m
plem
en
tat
i
o
n
of
t
he
a
c
t
i
v
it
y,
g
rou
p
w
o
rk
w
a
s
freque
n
t
l
y
c
o
n
d
u
c
t
e
d
,
and
th
e
stude
n
t
s
w
e
r
e
e
nco
u
ra
ge
d
to
w
ork
t
o
ge
t
h
e
r
a
nd
e
xcha
n
g
e
idea
s.
I
t
is
t
ho
ug
h
t
t
hat
t
h
e
s
t
u
d
e
n
ts
w
i
ll
be
nef
i
t
from
the
conc
e
p
t
s
r
e
l
a
t
e
d
t
o t
h
e
nat
u
re
of
sci
e
nce
.
The
b
ox
ac
t
i
vi
ty
w
h
i
ch
w
as
d
es
ig
ne
d
in
t
h
i
s
stu
d
y
;
i
s
m
a
i
n
l
y
f
o
cuse
d
o
n
teac
hin
g
s
t
u
d
e
nt
s
se
ve
ral
side
s
o
f
t
he
n
a
t
ure
o
f
s
c
i
e
n
ce
like
be
in
g
ba
sed
o
n
o
bser
va
tio
n
a
n
d
de
d
u
c
t
i
o
n,
a
nd
i
t
s
e
x
p
e
r
i
me
ntal,
ima
g
ina
tive
an
d
cre
a
tive
na
tu
re
.
Bes
i
de
t
he
e
x
p
e
r
i
me
nt
a
l
s
tu
d
i
e
s
o
n
the
na
t
u
re
o
f
sc
i
e
nce
ha
ve
m
ad
e
a
signi
fi
can
t
c
ont
rib
u
tio
n
t
o
t
h
e
deve
l
opm
en
t
o
f
s
t
u
de
n
t
s
'
v
ie
w
s
on
t
h
e
na
t
u
re
o
f
sc
ie
nce
[7-
9
,
3
2
,
3
3
]
,
t
h
e
box
a
cti
v
i
t
i
e
s
a
l
so
p
ro
du
c
e
d
pos
it
ives e
ffe
c
t
s on st
ude
n
t
s’ vie
w
s
o
n t
h
e
n
a
ture
o
f
sc
ienc
e
.
The
m
o
s
t
i
m
por
t
a
n
t
p
o
i
n
t
i
n
t
h
i
s
s
t
u
dy
is
t
ha
t
t
h
e
teac
hin
g
o
f
t
h
e
n
a
t
u
re
o
f
s
c
i
e
n
c
e
wi
ll
b
e
ea
si
e
r
a
nd
mor
e
u
se
fu
l thr
o
u
g
h
us
i
n
g
t
he
box
ac
tiv
i
tie
s
w
i
t
h
r
e
l
a
tin
g
th
e
m
t
o
the sc
i
e
n
ce
curr
i
c
ulum
.
I
n
t
h
i
s
t
y
pe
o
f
acti
v
ities,
s
t
u
d
e
nt
s
m
u
st
b
e
ac
t
i
ve to
pr
o
d
uc
e
so
lut
i
on
s
a
nd
e
x
pl
a
n
atio
n
s
w
i
t
h
cre
a
t
i
ng
a
n
a
d
e
qu
at
e
und
e
r
st
an
din
g
a
bo
ut
t
h
e
n
a
t
u
r
e
o
f
s
c
i
en
ce
.
Espe
ci
a
l
ly,
if
t
he
c
once
p
ts
o
f
the
nat
u
re
o
f
sc
ie
n
c
e
i
n
ac
t
i
v
i
ty
a
pp
lic
atio
ns
a
re
d
ire
c
tl
y
em
pha
size
d
t
o
t
he
s
t
u
de
nt
s,
it
i
s
b
e
tte
r
for
stu
d
en
ts
t
o
deve
l
op
s
t
ude
n
t
s'
view
s
a
b
o
u
t
t
h
e
n
a
t
ur
e
of
s
c
i
e
n
ce
[21,
3
4].
To
e
nsur
e
t
h
at
s
tu
d
e
n
t’s
de
ve
lo
pa
n
en
ou
g
h
u
n
d
ersta
n
di
n
g
o
f
th
e
nat
u
re
of
sc
ie
n
c
e
, it is
i
m
port
a
nt t
o
use
t
h
e
w
o
rk she
et
s afte
r
a
pplic
at
ion
of t
he
ac
tiv
i
t
i
e
s.
Whe
n
e
va
lua
t
e
d
acc
ord
i
n
g
t
o
t
h
e
a
n
sw
er
s
g
i
ve
n
b
y
t
he
s
t
ude
n
t
s
t
o
t
h
e
w
o
rk
s
he
ets,
i
t
c
a
n
be
s
a
i
d
tha
t
t
eac
h
i
n
g
w
it
h
bo
x
ac
tiv
i
t
i
e
s
car
ried
o
u
t
m
a
k
es
a
n
i
m
p
o
rta
n
t
co
n
t
rib
u
tio
n
to
t
he
l
ea
r
n
i
n
g
of
t
he
o
p
i
nio
n
s
of
t
he
st
ude
n
t
s
tha
t
t
he
i
m
a
g
i
n
a
ti
o
n
a
nd cr
eat
iv
ity
a
re
impor
t
a
n
t
i
n th
e
p
r
od
uct
i
on
o
f
sc
i
e
n
t
i
fic
kn
ow
le
d
g
e
.
Whe
n
t
he
a
nsw
e
rs
g
ive
n
b
y
the
st
ude
n
t
s
to
t
h
e
q
ue
s
tio
n
o
f
“
H
o
w
do
y
ou
t
h
i
nk
a
n
eve
n
t
t
h
a
t
scie
nt
ists
c
a
n
obse
r
ve
b
u
t
d
o
not
k
now
t
he
d
eta
i
ls
?
”
a
re
e
xam
i
n
ed
,
t
h
e
st
ud
en
t
s
s
t
a
t
e
d
th
at
t
h
e
y
u
s
ed
ima
g
ina
tio
n
a
nd
cre
a
tiv
it
y,
m
ade
i
d
eas
a
n
d
m
a
d
e
pre
d
ic
t
i
o
n
s
w
h
i
le
e
xp
l
a
i
n
i
ng
a
n
e
ve
n
t
t
ha
t
sc
ien
t
is
t
s
c
o
u
l
d
obs
erve
bu
t
d
i
d
no
t
k
now
t
he
deta
ils.
5.
CONCL
U
S
ION A
N
D
S
U
G
G
ESTIONS
I
t
i
s
p
o
ssi
b
l
e
to
s
a
y
t
ha
t
more
box
a
c
t
i
v
i
tie
s
c
a
n
be
d
es
i
g
n
e
d
fo
r
th
e
u
s
e
o
f
s
ci
en
ce
t
ea
c
h
ers
i
n
t
e
r
ms
of
t
e
a
c
h
i
ng
sc
i
e
nc
e
w
i
t
h
e
mp
has
i
zi
n
g
t
he
n
a
t
ure
o
f
s
cie
n
c
e
.
Wor
k
she
e
t
s
are
vita
l
par
t
s
of
t
he
e
act
i
v
it
ies
t
o
a
sse
ss
st
ud
en
ts’
l
e
a
r
n
i
ng
o
f
t
h
e
n
a
t
u
re
o
f
sc
i
e
n
ce
con
c
ep
ts.
Fo
ll
ow
ing
a
c
e
rta
i
n
proce
d
u
r
e
in
a
pp
l
i
c
a
t
i
o
n
o
f
the b
o
x
act
iv
i
t
i
e
s
i
s
n
ece
ssary
f
or
t
he
s
ucc
e
ss of
t
he
a
ct
ivi
t
y
by
the
user
s
or
t
e
ache
r
s.
The
a
c
t
i
v
it
ies
prepa
r
ed
i
n
t
h
e
stu
dy
c
a
n
b
e
d
e
si
gne
d
in
a
s
i
m
il
ar
w
a
y
f
or
eac
h
uni
t
o
f
s
c
i
ence
c
ourse
and
d
i
ffe
r
en
t
g
r
ade
le
vels.
It
i
s
ver
y
i
m
porta
nt
t
o
pre
p
are
the
n
a
t
u
r
e
of
s
c
i
enc
e
i
n
or
der
t
o
p
roce
ss
le
sso
ns
b
y
teac
h
i
ng
t
h
e
na
t
u
r
e
of sc
ienc
e.
S
i
nce
t
h
e
s
t
ud
e
n
ts
w
or
k
t
o
g
e
t
h
e
r
a
n
d
e
xc
ha
n
g
e
ide
a
s,
i
t
is
b
e
n
e
fic
i
a
l
f
or
s
t
u
de
nts
to
l
e
a
rn
t
he
conc
e
p
ts
r
ela
t
e
d
t
o
the
nat
u
re
o
f
scie
nce.
I
t
is
a
ls
o
r
ecom
m
e
n
d
ed
t
ha
t
te
a
c
he
rs
t
a
k
e
t
h
e
ac
tiv
i
t
ie
s
w
i
t
h
in
t
he
sco
p
e
of
t
he
l
e
s
so
n
pla
n
a
n
d
m
a
k
e
rese
arc
h
a
nd
pre
l
i
m
i
n
ar
y
s
t
ud
i
e
s
on
t
he
s
ubj
e
c
t
.
S
a
mp
l
e
a
ct
ivi
t
i
e
s
can
a
l
s
o
be
g
ive
n
in
the
t
r
ain
i
ng
pro
g
ra
ms.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Ap
pl
ic
at
i
o
n
o
f
“
t
he
na
t
u
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f
sc
i
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box
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x
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pl
es to
m
i
dd
le
sch
o
o
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t
h
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(Ö
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Afaca
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)
22
7
ACKNOW
LEDG
E
MEN
T
S
Th
is
w
ork
w
a
s
su
pp
orte
d
b
y
the
A
h
i
Evra
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ive
r
s
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c
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earch
P
ro
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(P
r
oject
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r: EG
T
.
A
4.17.
008)
. T
h
i
s stu
d
y
w
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a
par
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Ma
ste
r
The
s
i
s.
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hi
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t
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p
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se
n
t
e
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a
s a
n
oral
p
re
se
nta
t
ion
a
t
t
he
I
I.
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nte
r
na
ti
o
n
a
l
S
cie
n
ti
fic
a
n
d
V
o
cat
ion
a
l
St
udi
e
s
C
on
g
r
e
s
s
i
n
5
-8
J
une
2
01
8
,
Ü
r
güp,
Turke
y.
REFE
RENCES
[1]
B
e
l
l
,
R
.
,
A
b
d
-
E
l
-
K
h
a
l
i
c
k
,
F
.
,
Le
d
e
r
m
a
n
,
N.
G
.,
M
c
C
o
ma
s
,
W
.
F
.
,
&
M
atth
ews,
M
.R.
"
T
he
n
at
u
r
e
o
f
s
cien
ce
an
d
sci
e
nce
ed
ucati
o
n
:
A
b
i
b
lio
graphy,
"
Sc
ie
nc
e
a
n
d
Ed
uc
a
t
io
n,
v
ol.
10
(1-2
),
p
p
.
1
87-204
,
2
00
1.
[2]
Cob
e
n,
D
.,
"
M
at
hem
a
ti
cs
o
r
co
m
m
o
n
s
en
se?
R
e
s
earch
in
g
inv
i
sib
l
e
m
a
t
h
e
m
ati
c
s
th
ro
ug
h
adul
ts
m
ath
e
m
a
ti
cs
l
if
e
hi
st
ories,
"
Pe
rs
pe
c
t
iv
e
s
on
Ad
ults Le
arn
i
n
g
Mathe
ma
t
i
c
s
,
M
a
th
e
m
a
t
ic
s Ed
uc
a
tion
Lib
r
a
r
y
,
v
o
l
.
2
1
(
3
)
,
pp
.
5
3
-
66
,
2
0
00.
[3]
Led
e
rman
,
N.
G
.
& Zeidler,
D
. L.,
“
S
c
ience teachers
’
c
on
cept
i
o
n
s
of
t
he natu
r
e
of
s
ci
ence: Do
th
ey rea
l
l
y
i
n
f
l
u
e
nce
teach
er beh
avio
r
?
,
"
Sci
e
nce Ed
uc
a
t
i
o
n
,
vol.
71
(5
),
p
p.
7
2
1
-
73
4,
1
9
8
7.
[4]
Am
erican
A
s
s
ociatio
n
fo
r
t
h
e
A
d
v
a
ncem
ent
o
f
S
c
i
en
ce
(AA
A
S
)
,
"
P
r
o
j
ect
2
0
6
1
:
B
e
n
chm
a
rks
f
o
r
S
c
ien
c
e
Literacy,
"
Oxf
o
r
d
U
n
iver
s
i
ty
P
r
es
s
, New
Y
o
r
k, 19
9
3
.
[5]
Abd
-
El-Khal
i
c
k
,
F
.,
Bel
l
,
R.
L
.
&
Lederman
,
N.
G
.,
"
T
h
e
n
at
u
r
e
of
s
c
i
ence
and
ins
t
ru
cti
onal
practi
ce:
M
aki
ng
t
h
e
un
nat
u
ral
natu
ral,
"
Sc
ie
nc
e
Ed
uc
a
t
ion
, vo
l
. 82
(
4
)
,
p
p
. 41
7
-
4
3
7
,
19
98
.
[6]
Bora,
N
.
D
.,
"
Invest
ig
a
t
i
ng
s
c
ience
teache
r
s
'
a
n
d
h
i
g
h
s
c
ho
o
l
s
tud
e
nts'
v
iews
on
t
h
e
natu
re
o
f
sci
e
nce
in
T
urk
e
y,
"
PhD.
thesi
s
,
Gaz
i
Un
ivers
i
ty In
stit
ute
o
f
Ed
ucationa
l S
c
ien
ces
,
An
ka
ra
, 2
00
5.
[7]
Kap
u
cu,
M
.
S
.,
"
Inf
l
u
e
nce
o
f
u
sin
g
d
ocu
m
entary
m
ovies
i
n
t
h
e
co
urs
e
o
f
s
c
ien
ce
and
tech
no
log
y
on
elem
ent
a
ry
sc
ho
ol
8
th
g
ra
de
s
tu
de
nts’
a
c
h
ie
v
e
me
n
t
s
in
t
he
s
ub
je
c
t
s
o
f
c
e
l
l
a
n
d
f
o
r
ce
a
nd
o
n
th
eir
v
i
ew
s
ab
ou
t
t
h
e
n
a
tu
re
o
f
sci
e
nce,"
PhD. T
h
esis, Hacet
t
e
pe
Univers
i
ty,
Social
Sci
e
nces
I
n
s
titut
e
,
Ank
a
ra,
2
0
1
3
.
[8]
Kh
is
h
f
e,
R
.
&
A
b
d-E
l
-Kh
a
li
ck,
F
.
,
"Infl
u
en
ce
of
e
xp
li
c
it
an
d
re
fl
ect
ive
versus
i
m
p
li
c
itinqu
i
r
y-ori
e
nted
i
nstruct
i
on
on
s
ix
t
h
g
rad
e
rs
’
v
i
ews
of
n
a
t
ure
of
s
cie
n
ce,"
Jou
r
na
l
of
Res
e
ar
ch i
n
Sci
e
nce T
e
a
c
h
i
n
g
,
vol.
39
(7),
pp
.
5
51-5
7
8
,
2
0
0
2.
[9]
Küç
ü
k,
M
.
,
"
A
stud
y
to
wa
r
d
t
e
a
c
h
in
g
th
e
na
tu
r
e
o
f
sc
ie
n
c
e
fo
r
s
event
h
g
rade
p
rim
a
ry
s
tudents,
"
PhD
.
The
s
i
s
,
Karade
niz University
,
Science Institu
t
e
, T
r
abzon
,
2
00
6.
[10]
Led
e
rman
,
N
.
G
.
,
"
Teach
ers’
und
erst
and
i
ng
o
f
the
nat
u
re
o
f
sci
e
nce
and
class
room
p
rac
t
i
ce:
F
act
ors
t
h
at
f
acilit
a
t
e
or im
p
ed
e th
e relat
i
o
n
ship
,"
J
o
ur
na
l
o
f
Re
se
arc
h
i
n
Sc
ie
n
c
e
Te
ac
h
i
n
g
,
vol.
36
(8
),
pp.
9
1
6
-92
9
,
19
9
9
.
[11]
Lederman,
N.
G
.,
Ab
d
-
El-Kh
al
i
c
k
,
F
.
Bell,
R
. L
.
&
Sc
h
wart
z,
R
.,
"
V
iews
o
f nature
o
f scien
ce
questionna
i
re: To
ward
val
i
d
and
m
eanin
g
f
u
l
as
ses
s
m
e
nt
o
f
learners
’
con
cepti
on
s
of
n
a
tu
r
e
o
f
s
c
ie
n
c
e
,
"
Jou
r
n
a
l of Research
in
Sci
e
nce
T
e
ach
i
ng
,
v
o
l
.
39(6),
pp
.
49
7-5
2
1
,
2
0
0
2
.
[12]
Sch
w
ar
t
z
,
R.
S
.
&
Lederman,
N.
G
.,
"It’s
the
na
ture
o
f
the
beas
t:
T
h
e
i
n
fl
uen
c
e
of
k
no
w
l
ed
ge
a
n
d
i
n
t
e
n
ti
on
s
o
n
learn
i
ng
and
t
eachin
g n
a
tu
re o
f
scien
ce,"
J
o
urn
a
l of Re
se
arc
h
in
S
c
ie
n
c
e
Te
ac
h
i
ng
,
v
o
l
. 39
(
3)
, pp
. 2
0
5
-2
36
, 20
0
2
.
[13]
Ryan
, A. G
.
&
Ai
ken
h
ead
, G. S., "Stu
den
t
s
’
preco
ncept
i
o
n
s
abo
u
t
t
h
e
epi
st
em
o
l
ogy
o
f
sci
e
nce,
"
Sci
e
nce E
d
u
c
ation
,
vo
l.
76(6
)
,
p
p
.
5
5
9-58
0,
199
2.
[14]
Ab
d-El-Kh
ali
c
k,
F
.
,
"
Th
e
inf
l
u
e
nce
o
f
a
p
hi
los
o
p
h
y
of
s
cien
ce
c
ou
rse
on
pr
es
e
r
v
i
ce
secon
d
ary
sci
e
nce
t
e
a
c
h
e
rs
’
vi
ews
of
n
atu
r
e
o
f
s
cien
ce,"
P
r
o
c
eed
in
gs
o
f
20
02
Th
e Ann
u
a
l
Int
e
rn
ation
a
l
Co
nferen
ce
o
f
T
h
e As
so
ciatio
n
f
o
r t
h
e
Ed
uca
t
io
n of T
e
acher
s
i
n
S
c
ien
c
e
, 2
00
2.
[15]
A
b
d
-
E
l
-
K
h
a
l
i
c
k
,
F
.
,
B
e
l
l
,
R
.
B
.
&
S
c
h
w
a
r
t
z
,
R
.
S
.
,
"
V
i
e
w
s
o
f
n
a
ture
o
f
s
c
i
e
nce
ques
tionna
i
re:
T
o
ward
v
ali
d
a
nd
m
eanin
g
fu
l
a
s
s
e
s
s
m
e
n
t
o
f
learne
rs
'
c
o
ncepti
ons
o
f
na
ture
o
f
s
c
ien
ce,
"
Jour
na
l
of
R
e
sea
r
ch in Sc
ien
ce
T
e
ach
i
n
g
,
vo
l.
39(6
)
,
p
p
.
4
9
7-52
1,
200
2.
[16]
Bil
e
n,
K
.
,
"
A
s
a
m
p
le
a
pp
li
cati
on
i
n
n
at
ure
of
s
cience
c
ou
rs
e:
t
h
e
g
am
e
card
e
x
ch
an
ge,"
Mu
stafa Ke
ma
l
Un
iv
e
r
s
i
t
y
Journal o
f
Social
S
c
i
e
nces Institut
e
,
vo
l.
9
(1
8),
p
p
.
1
73
-1
85
.
Re
trie
v
e
d
fro
m
ht
tp:/
/sb
e
d.
m
k
u
.
e
d
u.
tr/art
icl
e
/vi
e
w/
10
380
00
26
9
/
1
0
380
00
14
0,
2
012
.
[17]
Erd
oğan
,
M
.
N.
&
K
öseo
ğl
u,
F
.,
"
T
h
e
teach
ing
of
t
h
e
n
atu
r
e
of
s
ci
ence
wi
th
a
n
op
en-m
in
ded
ap
pro
ach
i
n
t
egrat
e
d
in
to
t
he
s
ubject
o
f
ch
emical
e
q
u
i
l
i
b
riu
m
,"
Jo
ur
na
l
of
T
h
eo
ry
&
Pra
c
ti
ce in E
d
u
c
ati
o
n
(
J
TP
E)
,
vo
l.
1
1(2
)
,
pp
.
7
17-7
4
1
.
d
o
i:
1
0
.
1
72
44
/eku
.
1
0
2
7
4
,
201
5.
[18]
Köse
oğ
lu,
F
.,
T
ü
m
a
y,
H
.
,
&
B
ud
a
k
,
E.,
"
P
a
r
a
d
igm
c
h
a
n
g
e
s
a
bout
n
atu
r
e
o
f
s
cien
ce
a
nd
n
ew
t
ea
chi
n
g
ap
pro
ach
e
s
,"
Jou
r
n
a
l
of G
a
z
i
Educa
tio
n
Fa
c
u
l
t
y
,
vol.
28
(2),
p
p
.
2
21
-23
7
.
Retri
e
ved
f
r
om
ht
tp:/
/ge
f
ad
.
g
azi
.edu
.
t
r/
arti
cle
/
v
i
e
w
/5
000
07
85
93/5000
07
28
14,
2
0
08
.
[19]
Tüma
y,
H
.
&
K
ö
seoğ
lu,
F
.
,
"Pr
o
mo
tin
g
pre-serv
ice
ch
em
is
try
teac
h
e
rs’
un
de
rsta
nd
in
g
o
f
n
a
t
ure
of
s
c
i
e
n
c
e
wi
th
argume
ntat
ion
focused
act
ivities
in
s
c
i
ence,"
Jo
u
r
na
l
of Gazi Ed
u
c
at
io
n Facult
y
,
v
o
l
.
3
0(3),
pp.
859
-87
6
,
Re
t
r
iev
e
d
f
r
o
m
htt
p
://ge
f
ad
.gazi.edu.tr/
article/vi
e
w/
50
00078485/
500
007270
6,
2
01
0.
[20]
Abd-El-Khali
c
k,
F
.
&
Lede
rm
an,
N.
G
.
,
"
I
m
pr
o
v
in
g
s
c
ie
n
c
e
te
ac
he
rs'
con
cept
i
on
s
o
f
n
at
ure
o
f
s
ci
ence:
a
c
ri
ti
cal
revi
ew of
the l
iterat
u
re,"
I
n
te
r
n
a
t
i
o
na
l J
o
ur
na
l o
f
S
c
ie
n
c
e
Ed
uc
a
t
i
o
n
, vo
l
.
2
2
(7
),
p
p. 6
65
-70
1
, 2
00
0.
[21]
Ake
r
so
n,
V
.
L.
&
A
b
d
-E
l-Kh
a
lic
k,
F
.,
"
H
ow
s
ho
uld
I
k
n
o
w
w
ha
t
sc
i
e
n
t
ists
d
o
?
-
I
am
j
us
t
a
k
i
d”:
f
o
urt
h
-
grad
estu
den
t
s
’
c
on
ce
p
t
i
o
n
s
o
f
natu
re
o
f
s
c
ien
ce,
"
Jo
ur
na
l o
f
Elemen
ta
ry
S
c
ience E
d
u
c
ati
o
n
,
vo
l
.
1
7(
1
)
,
p
p
. 1-1
1
, 2
00
5.
[22]
Dri
v
er,
R.,
Leach,
J.,
Mi
ll
ar,
R.
&
S
cot
t
,
P.,
"
Y
ou
ng
p
e
op
le’s
i
m
a
ges
of
s
c
i
ence,"
Op
en
U
n
iver
sity P
r
ess
,
Buck
ing
h
am
,
1996.
[23]
Led
e
rman
,
N.
G
.,
"
S
t
u
d
en
ts’
and
t
eache
r
s
’
c
on
c
e
pt
io
ns
a
bo
ut
t
h
e
n
at
ure
of
s
cien
ce:
A
r
eview
o
f
t
he
r
esearch,
"
J
o
urna
l
o
f
Re
se
a
r
c
h
in
Sc
ie
n
c
e
Te
ac
h
i
n
g
,
vo
l.
29,
p
p
.
33
1-3
5
9
,
1992
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
21
- 2
28
22
8
[24]
P
o
m
e
roy
,
D
.,
"
Imp
l
i
cati
ons
o
f
t
e
achers
’
b
el
ief
s
a
bo
ut
t
he
n
atu
r
e
o
f
s
cience:
C
o
m
p
a
ris
o
n
of
t
h
e
b
eli
e
f
s
o
f
s
c
ientists,
seco
nd
a
r
y
s
c
i
e
nc
e t
eachers
and
elem
ent
a
ry t
eache
r
s,
"
Science Edu
c
at
ion
,
v
o
l
.
77
, p
p. 2
61
-27
8
,
19
9
3
.
[25]
Ministry
o
f
N
a
t
i
onal
E
ducation
(ME
B
),
Prim
ar
y
edu
c
at
ion
i
n
sti
t
ut
io
n
s
(
p
rim
a
r
y
an
d s
econ
d
a
r
y schoo
ls)
sc
i
e
nce
cou
r
s
e
s
(
3
rd
,
4
t
h
,
5
t
h, 6
t
h,
7th
and 8
t
h gr
ad
es)
s
c
ience
curr
icu
l
u
m
,
An
ka
ra
, 2
01
3.
[26]
Do
ğan
,
N
.
&
Ö
z
can,
M
.
B
.,
"
In
flu
e
nce
of
h
istori
c
a
l
persp
ecti
v
e
ap
pro
ach
o
n
7th
g
r
ade
s
t
u
d
en
ts’
v
i
ews
abo
u
t
na
t
u
re
of
s
cience,
"
A
h
i E
v
ran Univ
ersity K
ı
r
ş
ehir Facult
y of Educat
ion Journal
,
vol.
1
1
(4),
S
pecial
I
ss
ue,
p
p
.1
87
-20
8
, 2
01
0.
[27]
Ş
e
n
e
r
Ç
a
n
l
ı
,
D
.
,
"
E
f
f
e
c
t
o
f
t
h
e
n
a
t
u
r
e
o
f
s
c
i
e
n
c
e
a
c
t
i
v
i
t
i
e
s
o
n
7
t
h
g
r
a
d
e
s
t
u
d
e
n
t
s
’
v
i
e
w
s
o
f
s
c
i
e
n
c
e
(
K
ı
r
ş
e
h
i
r
sam
p
le),"
Mas
te
r
T
h
e
s
is
,
K
ı
r
ş
ehir A
h
i Evran Uni
versit
y
,
Science
I
n
stit
u
t
e
,
Kı
rşeh
ir,
2
01
8.
[28]
Yıld
ırım,
A
.
&
Ş
im
şek
,
H
.,
"
Q
u
al
it
ati
v
e
res
ear
ch
m
et
ho
ds
i
n
the
s
oc
i
a
l
s
c
ie
n
c
e
s
,
"
5t
h
pres
s,
S
eçki
n Pub
l
i
s
hing
,
An
kara,
2
00
5.
[29]
D
o
ğ
a
n
,
N
.
,
Ç
a
k
ı
r
o
ğ
l
u
,
J
.
,
B
i
l
i
c
a
n
,
K
.
,
&
G
ü
n
g
ö
r
e
n
,
S
.
Ç
.
,
"
N
a
t
u
re
o
f
s
c
ien
ce
a
n
d
teach
ing
,
"
Pegem Academy
,
An
kara,
2
01
4.
[30]
Le
de
rm
a
n
,
N.
G
.,
&
Abd
-
E
l
-Kh
a
lic
k,
F
.,
"
A
vo
id
ing
de
-na
t
ure
d
s
c
i
ence:
A
cti
v
ities
that
p
ro
mote
und
e
r
s
t
an
di
ngs
o
f
the
nat
u
re
o
f
sci
e
nce,"
In
W
.
F
.
McCom
a
s
(
e
d.),
T
h
e na
tu
re o
f
scien
ce in
s
c
i
e
nce
ed
uca
t
i
on:
Ratio
na
les
an
d
st
rategi
es
,
K
l
uw
e
r
A
c
ademic
P
u
blishers
,
pp.
8
3
-
12
6,
B
ost
on,
1
9
9
8.
[31]
Ş
e
ner
Ça
n
l
ı
,
D
.
&
Af
acan
,
Ö
.,
"
B
o
x
act
iv
ities
abo
u
t
t
eachin
g
th
e
n
a
ture
o
f
science
f
o
r
7
th
g
rade
m
idd
l
e
sc
ho
ol
st
udents
,"
N
a
tu
r
a
l S
c
ie
n
c
e
Ed
u
c
at
io
n
,
vol.
15
(1),
pp.
3
8
-
51,
2
0
18.
[32]
Ak
erson
,
V
.
&
Do
nn
elly,
L.
A
.,
"
T
eachin
g
nat
u
re
o
f
sci
e
nce
to
K
-2
s
t
u
d
e
nt
s:
W
h
a
t
u
n
d
e
rst
a
ndi
ngs
c
a
n
t
he
yat
t
ain
?
,"
In
ternat
io
nal
Jo
urnal
of
S
cience
E
d
u
cati
on,
v
o
l
.
32(1
)
,
pp.
97-
12
4,
20
1
0
.
[33]
Kay
a
,
G
.
,
"The
i
n
f
lu
ence
of
a
n
e
x
p
lic
i
t
r
eflect
ive
app
r
oach
o
n
elem
ent
a
ry
s
t
u
d
e
n
t
s
’
v
iews
o
f
n
at
u
r
e
of
s
cien
ce
an
d
th
eir
academ
ic
achi
e
vem
e
n
t
s
ab
out
t
he
c
o
n
cept
of
l
i
ght,"
M
a
s
t
er
T
h
esis,
Ha
cett
e
pe Univers
i
t
y
, So
cial
Sc
ien
ces
Ins
t
i
t
ute
,
An
ka
ra
, 2
01
1.
[34]
Ak
erson
,
V
.
L.
&
V
o
lri
c
h,
M
.
L.,
"Teach
ing
natu
re
o
f
s
c
ience
ex
p
li
c
itly
i
n
a
first
grade
i
n
t
e
rnship
s
etting,"
J
o
ur
nal
of
Res
e
ar
ch i
n
Scien
ce T
e
achi
ng
,
v
ol.
43
(4),
p
p
.
3
7
7
-3
94,
2
0
0
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.