SavedAdd your journal

Journals / Kuramsal Eğitimbilim Dergisi / 2026 / Cilt: 19 Sayı: 1

Tell Me About the Sky: Night, Day and the Phases of the Moon through the Eyes of 3rd Grade Primary School Students

Bana Gökyüzünü Anlat: İlkokul 3. Sınıf Öğrencilerinin Gözünden Gece, Gündüz ve Ay’ın Evreleri

Zeynep Ergün(KASTAMONU ÜNİVERSİTESİ, FEN BİLİMLERİ ENSTİTÜSÜ, FEN BİLGİSİ EĞİTİMİ (DR))0000-0003-2790-9508
Esra Kabataş Memiş(KASTAMONU UNIVERSITY, FACULTY OF EDUCATION)0000-0002-8272-0516
Büşra Nur Çakan Akkaş0000-0001-9628-069X
Asiye Memiş(Milli Eğitim Bakanlığı İstanbul)0009-0004-9977-8636
Pages
165–184
Publication Date
2026-01-13
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was stated that the poster preparation process contributed to learning, self-improvement, motivation, and increased self-confidence.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study aimed to examine the posters prepared by third-grade primary school students after conducting observations and various writing activities in the science lesson unit “Let's Get to Know Our Planet.” A qualitative research approach was adopted, based on a phenomenological design.
📊
Key Findings & Data:The study group consisted of 27 students (15 girls,12 boys).
💡
Conclusion & Impact:It was stated that the poster preparation process contributed to learning, self-improvement, motivation, and increased self-confidence.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Öğrenme amaçlı yazma · günlük yazma · fen öğretimi

Abstract

The study aimed to examine the posters prepared by third-grade primary school students after conducting observations and various writing activities in the science lesson unit “Let's Get to Know Our Planet.” A qualitative research approach was adopted, based on a phenomenological design. The study group consisted of 27 students (15 girls,12 boys). The data collection tools for the study consisted of individual posters and semi-structured interviews. When the individual posters were examined, it was seen that the majority of the posters included drawings of the Moon. The presence of the Earth was identified in the posters, and the vast majority of these posters included layers of land and water. In addition to the Moon and Earth, the students' posters also included drawings of the Sun. In these drawings, care was taken to ensure the accuracy of the Sun's size. The student posters included drawings of the shadow of an object and illustrations showing that the length of the shadow changed depending on the position of the Sun. Students took care to ensure that their observations were reflected in the observation and poster preparation process. It was stated that the poster preparation process contributed to learning, self-improvement, motivation, and increased self-confidence.

Özet

Araştırmada ilkokul 3. Sınıf öğrencilerinin fen bilimleri dersi ‘Gezegenimizi Tanıyalım’ ünitesi kapsamında gerçekleştirdikleri gözlem ve çeşitli yazma aktiviteleri sonrasında hazırladıkları posterlerin incelenmesi amaçlanmıştır. Nitel araştırma yaklaşımının benimsendiği çalışmada nitel araştırma desenlerinden fenomenolojik desen esas alınmıştır. Çalışma grubu; 15 kız, 12 erkek olmak üzere toplam 27 öğrenciden oluşmaktadır. Çalışmanın veri toplama araçları öğrencilerin gözlem ve yazma görevlerinin ardından hazırladıkları bireysel posterler ve yarı-yapılandırılmış görüşmelerden oluşmaktadır. Bireysel posterler incelendiğinde; posterlerin büyük çoğunluğunda Ay çizimine yer verildiği görülmektedir. Ay’ın evrelerine yönelik yapılan çizimlerde evrelerin sıralaması, isimleri ve evrelerin doğru çizilmesine özen gösterilmiştir. Posterlerde Dünya’nın varlığı tespit edilmiş olup bu posterlerin büyük çoğunluğunda kara ve su katmanına yer verilmiştir. Öğrenci posterlerinde Ay ve Dünya’nın yanı sıra Güneş çizimlerine de yer verilmiştir. Bu çizimlerde Güneş’in boyutunun doğruluğuna özen gösterildiği görülmektedir. Öğrenci posterlerinde bir nesnenin gölgesinin çizimine yer verildiği ve gölge boyunun Güneş’in konumuna bağlı olarak değiştiğine yönelik çizimler yer almaktadır. Öğrencilerin gözlem sürecinde elde ettikleri kazanımları bireysel posterlere yansıtmakla birlikte süreç sonunda yapılan görüşmelerdeki ifadelerinde de yer verdikleri görülmektedir. Gerek gözlem süreci gerek poster hazırlama sürecinde öğrencilerin gözlemlerini yansıtmasını sağlamaya özen göstermişlerdir. Poster hazırlama sürecinin katkıları olarak öğrenme, kendini geliştirme, motivasyon ve özgüveni artırmayı sağladığı ifade edilmiştir.

🔖

Cite This Article

Ergün, Z., Memiş, E. K., Akkaş, B. N. Ç., Memiş, A. (2026). Tell Me About the Sky: Night, Day and the Phases of the Moon through the Eyes of 3rd Grade Primary School Students. Kuramsal Eğitimbilim Dergisi, Cilt: 19 Sayı: 1, 165–184. https://doi.org/10.30831/akukeg.1773308

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (54)

  1. Akbıyık, C., & Kalkan Ay, G. (2014). Preschool administrators' and teachers' perceptions of teaching thinking skills: A case study. Hacettepe University Faculty of Education Journal, 29(29-1), 1-18.
  2. Akçay, H., Özyurt, B. B., & Akçay, B. (2014). The effect of using multiple writing activities in science and technology teaching on student achievement and concept learning. Bayburt Faculty of Education Journal, 9(2), 15-31.
  3. Aktepe, Z. T. (2020). The investigation of the effect of learning-oriented writing activities in the “Let's get to know the fourth grade subject” unit on academic achievement [Unpublished Doctoral Thesis]. Atatürk University.
  4. Aktepe, Z.T., & Yıldız, A. (2020). Primary school pupils' and teachers' views on writing for learning purposes, International Journal of Social Sciences, 8(110), 211-229.
  5. Aşkar, P., Topçu, H. İ., Altun, A., Cırık, İ., & Kandırmaz, M. (Eds.). (2023). K12 beceriler çerçevesi: Türkiye bütüncül modeli. Millî Eğitim Bakanlığı Yayınları.
  6. Ayverdi, L., Girgin, D., & Yalçınkaya Önder, E. (2025). Examining the effects of science curriculum and activities developed for gifted students in Türkiye. Journal of Interdisciplinary Studies in Education, 14(2), 115-150.
  7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  8. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.
  9. Çalık, S., İnaltun, H., Yalvaç Ertuğrul E. & Ateş, S. (2024). Adaptation study of the science literacy perception scale for science teacher candidates. Journal of the Faculty of Education, Anadolu University (AUJEF), 8(1), 187-218. https://doi.org/10.34056/aujef.1226453
  10. Çardak, Ü. (2010). The effect of keeping a diary related to science and technology lessons on student achievement and attitude [Unpublished Master's Thesis]. Sakarya University.
  11. Çepni, S., & Çil, E. (2009). Scientific literacy and its importance. Gazi University Gazi Faculty of Education Journal, 29(2), 43-61.
  12. Çıray Özkara, F. (2016). Curriculum design for science teaching courses in primary school teacher education [Unpublished Doctoral Thesis]. Anadolu University.
  13. Davison, C., & Ollerhead, S. (2018). But I’m not an english teacher!: Disciplinary literacy in Australian science classrooms. In K. S. Tang, & K. Danielsson (Eds.), Global developments in literacy research for science education (pp. 29-43). Springer.
  14. Demirel, Ö., Koç, S., Topbaş, S., Odabaşı, F., Namlu, A.G., Yangın, B., & Müftüoğlu, G. (1998). Teaching Turkish. Anadolu University.
  15. Durmuş, Z. (2019). The effects of FeTeMM activity-centred laboratory lessons on prospective primary school teachers' self-efficacy and problem-solving skills in science education [Unpublished Master's Thesis]. Kırşehir Ahi Evran University.
  16. Ercan, F., Taşdere, A., & Ercan, N. (2010). Observing students' cognitive structures and conceptual changes through word association tests. Turkish Journal of Science Education, 7(2), 136-154.
  17. Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122. https://doi.org/10.2307/356095
  18. Feyman Gök, N. (2013). Anaokullarında erken okuryazarlık çevresinin değerlendirilmesi ve sınıf ortamının çocukların erken okuryazarlık davranışlarına etkisi [Unpublished Doctoral Thesis]. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü.
  19. Günel, M., Kabataş-Memiş, E. & Büyükkasap, E. (2010). Learning science by doing and writing: The effect of the YYBÖ approach on primary school students' science academic achievement and attitudes toward science and technology courses. Education and Science, 35(155), 49-62.
  20. Hand, B., Alvermann, D., Gee, J., Guzzetti, B., Norris, S., Phillips, L., Prain, V. & Yore, L. (2003). Message from the “Island Group”: What is literacy in science literacy? Journal of Research in Science Teaching, 40(7), 607–615. https://doi.org/10.1002/tea.10101
  21. Hand, B., & Prain, V. (2002). Teachers implementing writing-to-learn strategies in junior secondary science: A case study. Science Education, 86(6), 737–755. https://doi.org/10.1002/sce.10016
  22. Harlen, W. (1993). UNESCO sourcebook for science in the prımary school: A workshop approach to teacher education.
  23. Homstad, T., & Thorson, H. (1996). Using writing-to-learn activities in the foreign language classroom. University of Minnesota. Center for Interdisciplinary Studies of Writing.
  24. Jordon, S. (2014). Writing to learn the reformation: Or, who was Ulrich Zwingli and why should I care? Teaching Theology & Religion, 17(1), 50-60. https://doi.org/10.1111/teth.12159
  25. Karamustafaoğlu, O. (2011). Teaching scientific process skills. Education and Science, 36(159), 66-79.
  26. Koçak, G., & Seven, S. (2016). Science teacher candidates' views on writing activities for learning: a one-dimensional motion example. EKEV Academy Journal (65), 253-268.
  27. Köksal, A. P. (2019). The effect of writing activities for learning purposes on fifth grade students' academic achievement in electricity, retention, and attitudes towards science lessons [Unpublished Master's Thesis]. Atatürk University.
  28. Lawson, A. E. (2004). The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2(3), 307–338. https://doi.org/10.1007/s10763-004-3224-2
  29. Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Lawrence Erlbaum Associates.
  30. Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Sage Publications.
  31. Mason, L., & Boscolo, P. (2000). Writing and conceptual change. What changes? Instructional Science, 28(3), 199-226. https://doi.org/10.1023/A:1003854216687
  32. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  33. Millar, R. & Osborne, J. (Eds.). (1998). Beyond 2000: Science education for the future. King’s College London, School of Education.
  34. Ministry of National Education [MoNE] (2013). Primary education institutions science course teaching program. Board of Education.
  35. Ministry of National Education [MoNE] (2015). Science curriculum (Grades 3–8).
  36. Ankara: Board of Education and Discipline, Ministry of National Education (MEB).
  37. Ministry of National Education [MoNE] (2018). Primary education institutions (Elementary and Middle Schools) science course (Grades 3, 4, 5, 6, 7, and 8) Teaching Program. Ankara, Board of Education.
  38. National Research Council [NRC] (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
  39. Ogunkola, B. J. (2013). Scientific literacy: Conceptual overview, importance and strategies for improvement. Journal of Educational and Social Research, 3(1), 265-274. https://doi.org/10.5901/jesr.2013.v3n1p265
  40. Öz, M. (2015). The effect of using multimodal description in writing activities for learning purposes on 5th grade students' learning, scientific process skills, critical thinking, and attitudes towards science [Unpublished Master's thesis]. Kastamonu University.
  41. Özturan Sağırlı, M. (2010). The examination of the educational effects of some writing activities in the light of student opinions. Educational Sciences: Theory and Practice, 10(4), 2501-2530.
  42. Pınar, E. (2019). The Effect of Journaling on Achievement and Attitudes Toward Science in Fourth Grade Science Classes [Unpublished Master's Thesis]. Atatürk University.
  43. Pitard, P. (2001). Writing in the social studies clasroom. The Colonial Williamsburg Foundation,1-8.
  44. Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34. https://doi.org/10.1080/03057267.2013.802463
  45. Walp, D. (2013). Reflective writing in a high-ability middle school social studies classoom [Unpublished Master's Thesis]. Moravian College, Bethlehem,
  46. Tan, M., & Temiz, A. K. (2003). The place and importance of scientific process skills in science education. Pamukkale University Journal of Education Faculty, 13(13), 89-101.
  47. Tekin, N. (2013). Fen bilgisi öğretmen adaylarının bilimsel okuryazarlıkları ve eleştirel düşünme becerileri arasındaki ilişkinin incelenmesi [Unpublished Master's Thesis]. Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü. Yükseköğretim Kurulu Ulusal Tez Merkezi. (Tez No. 372125)
  48. Ülker, S., & Kocakülah, M. S. (2023). BİLSEM Fen Bilimleri Dersi Öğretim Programı bireysel yetenekleri fark ettirme kazanımlarının yenilenmiş Bloom taksonomisine göre incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 56, 929–948. https://doi.org/10.53444/deubefd.12est66
  49. Ünsal, Y., Güneş, B., & İsmet, Ş. (2001). Yükseköğretim öğrencilerinin temel astronomi konularındaki bilgi düzeylerinin tespitine yönelik bir araştırma. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 21(3), 47-60.
  50. Yalçın, N. (2019). The effect of observation in the science education process on students' scientific literacy levels. Dergipark National Journal of Science Education, 8(1), 25-38.
  51. Yıldız, A., & Büyükkasap, E. (2011). Öğretmen adaylarının Compton olayını anlama düzeyleri ve öğrenme amaçlı yazma aktivitelerinin akademik başarıya etkisi. Uluslararası İnsan Bilimleri Dergisi, 8(1), 1643–1664.
  52. Yıldırım, R., & Ortak, Ş. (2021). The effects of authentic learning approach on academic achievement and attitudes in social studies course. International Journal of Psychology and Educational Studies, 8(3), 193-208. https://doi.org/10.52380/ijpes.2021.8.3.508
  53. Yıldırım, Z. (2016). The effect of writing activities on middle school students' mathematics achievement and attitudes [Unpublished master's thesis]. Kocaeli University.
  54. Yıldırım, A., & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri (3. baskı). Seçkin Yayıncılık. Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145–181.