Nature through children's eyes: a phenomenological inquiry using the storyline method
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/09500693.2026.2683071
- Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- İstanbul Üniversitesi Adresli: Hayır
Özet
This study examines third-grade primary school students' perceptions of nature within a science education process structured through the Storyline method, grounded in a constructivist learning approach. The research was conducted using a qualitative descriptive phenomenological design with 22 students attending a public primary school in Istanbul, T & uuml;rkiye. Data were collected through observations, focus group interviews, student artifacts, a Nature Perception Form, mind maps, and a Word Association Test, and were analyzed using thematic analysis. The findings indicate that students' perceptions of nature are organised around three interrelated dimensions: functionality of nature, emotional perception of nature, and protecting nature. Students conceptualised nature not only as a physical environment but also as an interconnected system, a source of emotional meaning, and a shared value requiring protection. Furthermore, students' explanations regarding environmental concepts such as natural - artificial distinctions, extinction, recycling, and responsibility became more elaborated over the course of the learning process. The study suggests that the Storyline method provides a meaningful pedagogical context for supporting students' socially mediated meaning-making about nature in early science education.