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Journals / Journal of Individual Differences in Education / 2026 / Cilt: 8 Sayı: 1

An Analysis of the Epistemic, Inquiry-Oriented, and Contextual Features of Information Stations in a Grade 5 Science Textbook

Seda İhtiyar Şahin(Yasemin KARAKAYA BİLİM VE SANAT MERKEZİ)0009-0008-1563-1952
Esra Benli Özdemir(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0002-2246-2420
Pages
1–14
Publication Date
2026-06-30
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AI Summary & Key Takeaways

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

The research findings revealed that 55% of the information stations had a historical/contextual epistemic orientation and 70% directed students toward the process of making inferences.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to examine the "information station" sections in the fifth-grade science textbook used in the 2024-2025 academic year in terms of their epistemic orientations, inquiry-based learning indicators, and dominant context types.
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Key Findings & Data:In this study, which utilized the document analysis design—one of the qualitative research methods—a total of 20 information stations in the textbook were identified as the units of analysis.
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Conclusion & Impact:The research findings revealed that 55% of the information stations had a historical/contextual epistemic orientation and 70% directed students toward the process of making inferences.
🔬Design:Modeling & Simulation
📍Scope:2024-2025 Verileri
⚙️Variables:Information Stations · Science Education · Inquiry-Oriented Learning

Abstract

The aim of this study is to examine the "information station" sections in the fifth-grade science textbook used in the 2024-2025 academic year in terms of their epistemic orientations, inquiry-based learning indicators, and dominant context types. In this study, which utilized the document analysis design—one of the qualitative research methods—a total of 20 information stations in the textbook were identified as the units of analysis. The data were analyzed using the directed content analysis technique under the categories of epistemic orientation (evidence-based, reasoning-based, authority-based, historical/contextual), inquiry-based learning (observation, inference), and context types (real-world, daily life, historical/cultural). The research findings revealed that 55% of the information stations had a historical/contextual epistemic orientation and 70% directed students toward the process of making inferences. Regarding context types, it was found that 50% of the content was built on a real-world context, whereas the daily life context remained limited at 20%. In conclusion, it was observed that the information stations present scientific knowledge as a historical and evidence-based process rather than absolute truths, showing a strong alignment with the inquiring and meaning-making student profile aimed at by the "Turkey Century Education Model." However, it is suggested that increasing daily life contexts, which allow students to connect with their own experiences, and inquiry processes based on direct scientific applications would further strengthen instructional effectiveness.

Özet

The aim of this study is to examine the "information station" sections in the fifth-grade science textbook used in the 2024-2025 academic year in terms of their epistemic orientations, inquiry-based learning indicators, and dominant context types. In this study, which utilized the document analysis design—one of the qualitative research methods—a total of 20 information stations in the textbook were identified as the units of analysis. The data were analyzed using the directed content analysis technique under the categories of epistemic orientation (evidence-based, reasoning-based, authority-based, historical/contextual), inquiry-based learning (observation, inference), and context types (real-world, daily life, historical/cultural). The research findings revealed that 55% of the information stations had a historical/contextual epistemic orientation and 70% directed students toward the process of making inferences. Regarding context types, it was found that 50% of the content was built on a real-world context, whereas the daily life context remained limited at 20%. In conclusion, it was observed that the information stations present scientific knowledge as a historical and evidence-based process rather than absolute truths, showing a strong alignment with the inquiring and meaning-making student profile aimed at by the "Turkey Century Education Model." However, it is suggested that increasing daily life contexts, which allow students to connect with their own experiences, and inquiry processes based on direct scientific applications would further strengthen instructional effectiveness.

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Cite This Article

Şahin, S. İ., Özdemir, E. B. (2026). An Analysis of the Epistemic, Inquiry-Oriented, and Contextual Features of Information Stations in a Grade 5 Science Textbook. Journal of Individual Differences in Education, Cilt: 8 Sayı: 1, 1–14. https://doi.org/10.47156/jide.1886073

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