Skip to main content

Advertisement

SpringerLink
Log in

Investigating Turkish Primary School Students’ Interest in Science by Using Their Self-Generated Questions

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

This paper reports on an attempt to investigate Turkish primary school students’ interest in science by using their self-generated questions. We investigated students’ interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students’ profile. Students’ questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students’ needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students’ self-generated questions and their implications for policy, science curriculum reform and teaching are discussed in this paper.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Aguiar, O. G., Mortimer, E., & Scott, P. (2010). Learning from and responding to students’ questions: the authoritative and dialogic tension. Journal of Research in Science Teaching, 47(2), 174–193.

    Google Scholar 

  • Aikenhead, G. S. (2005). Science for everyday life: Evidence—based practice. New York: Teachers College.

    Google Scholar 

  • Baram-Tsabari, A., & Yarden, A. (2005). Characterizing children’s spontaneous interest in science and technology. International Journal of Science Education, 27(7), 803–826.

    Article  Google Scholar 

  • Baram-Tsabari, A., & Yarden, A. (2008). Girls’ biology, boys’ physics: evidence from free-choice science learning settings. Research in Science & Technological Education, 26(1), 75–92.

    Article  Google Scholar 

  • Baram-Tsabari, A., & Yarden, A. (2009). Identifying meta-clusters of students’ interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999–1020.

    Article  Google Scholar 

  • Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden, A. (2006). Using questions sent to an Ask-A-Scientist site to identify children’s interest in science. Science Education, 90(6), 1050–1072.

    Article  Google Scholar 

  • Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden, A. (2009). Asking scientists: a decade of questions analyzed by age, gender and country. Science Education, 93(1), 131–160.

    Article  Google Scholar 

  • Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31(14), 1975–1998.

    Article  Google Scholar 

  • Bennett, J., Hogarth, S., & Lubben, F. (2003). A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science. Version 1.1. In: Research evidence in education library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

  • Campbell, B., Lazonby, J., Millar, R., Nicholson, P., Ramsden, J., & Waddington, D. (1994). Science the Salters’ approach—A case study of the process of large scale curriculum development. Science Education, 78(5), 415–447.

    Article  Google Scholar 

  • Chin, C. (2004). Students’ questions: fostering a culture of inquisitiveness in science classrooms. School Science Review, 86(314), 107–112.

    Google Scholar 

  • Chin, C. (2006). Using self-questioning to promote pupils’ process skills thinking. School Science Review, 87(321), 113–122.

    Google Scholar 

  • Chin, C., & Osborne, J. (2008). Students’ questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39.

    Article  Google Scholar 

  • Chin, C., Brown, D. E., & Bruce, B. C. (2002). Student-generated questions: a meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521–549.

    Article  Google Scholar 

  • Cohen, L., Manion, L., & Morrison, K. (Eds.). (2000). Research methods in education (5th ed.). London: RoutledgeFalmer.

    Google Scholar 

  • Colbert, J. T., Olson, J. K., & Clough, M. P. (2007). Using the web to encourage student-generated questions in large format introductory biology classes. Journal of Cell Biology-Life Sciences Education, 6, 42–48.

    Article  Google Scholar 

  • Dillon, J. T. (1984). The classification of research questions. Review of Educational Research, 54(3), 327–361.

    Google Scholar 

  • Educate to Innovate Campaign (2009). Educate to Innovate. Retrieved December 10, 2009, from http://www.whitehouse.gov/issues/education/educate-innovate.

  • Elstgeest, J. (1985). The right question at the right time. In W. Harlen (Ed.), Primary science: Taking the plunge. Oxford: Heinemann Educational.

    Google Scholar 

  • Eurydice (Information of Educational System and Policies Europe). (2008). Structures of education, vocational training and adult education systems in Europe: Turkey 2008. Retrieved December 10, 2009, from http://www.eurydice.org.

  • Falchetti, E., Caravita, S., & Sperduti, A. (2007). What do laypersons want to know from scientists? An analysis of a dialogue between scientists and laypersons on the web site Scienzaonline. Public Understanding of Science, 16(4), 489–506.

    Article  Google Scholar 

  • Fensham, P. J. (1998). Students’ response to the TIMSS tests. Research in Science Education, 28(4), 481–489.

    Article  Google Scholar 

  • Fensham, P. J. (2007). Interest in science: Lessons and non-lessons from TIMSS and PISA. In R. Pinto & D. Couso (Eds.), Contributions from science education research (pp. 3–10). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics, 102(7), 335–346.

    Article  Google Scholar 

  • Fraser, B. J., & Tobin, K. G. (Eds.). (1998). International handbook of science education (2 vols). Dordrecht: Kluwer.

    Google Scholar 

  • Gago, J. M., Ziman, J., Caro, P., Constantinou, C., Davies, G., Parchmann, I., et al. (2004). Europe needs more scientists, Report by the High Level Group on Increasing Human Resources for Science and Technology in Europe 2004, European Commission.

  • Glenn, J. (2000). Before it’s too late: A report to the nation from the national commission on mathematics and science teaching for the 21st century. Washington, DC: U.S. Department of Education.

    Google Scholar 

  • Hidi, S., Renninger, A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition (pp. 89–115). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Jenkins, E. W. (2006). The student voice and school science education. Studies in Science Education, 42(1), 49–88.

    Article  Google Scholar 

  • Jenkins, E. W., & Nelson, N. W. (2005). Important but not for me: students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41–57.

    Article  Google Scholar 

  • Krapp, A. (2002). Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383–409.

    Article  Google Scholar 

  • Lavonen, J., Byman, R., Juuti, K., Meisalo, V., & Uitto, A. (2005). Pupil interest in physics: a survey in Finland. NorDiNa, Nordic Studies in Science Education, 2(1), 72–85.

    Google Scholar 

  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of the nature of science questionnaire: toward valid and meaningful assessment of learner’s conceptions of the nature of science. Journal of Research in Science Teaching, 39(6), 497–521.

    Article  Google Scholar 

  • Lyons, T. (2006). Different countries, same science classes: students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591–614.

    Article  Google Scholar 

  • Mahaffy, P. (2004). The future shape of chemistry education. Chemistry Education Research and Practice, 5(3), 229–245.

    Article  Google Scholar 

  • MEB (Turkish Ministry of National Education). (2005). Science and technology curriculum. Retrieved November 10, 2010, from http://ttkb.meb.gov.tr/ogretmen/.

  • Millar, R. (2006). Twenty first century science: insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499–1521.

    Article  Google Scholar 

  • Millar, R., & Osborne, J. (1998). Beyond 2000. Science education for the future. London: King’s College- Nuffield Foundation.

    Google Scholar 

  • Mitchell, M. (1993). Situational interest: its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424–436.

    Article  Google Scholar 

  • Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press.

    Google Scholar 

  • National Science Board. (2010). Science and engineering indicators 2010. (Chapter 7: Science and technology: public attitudes and understanding). Arlington: National Science Foundation.

    Google Scholar 

  • Nuffield 21st Century Science. (2007). Nuffield 21st century science. Retrieved October 25, 2010, from http://www.21stcenturyscience.org/.

  • OECD (Organisation for Economic Co-operation and Development). (2008). PISA 2006 Executive summary: Today’s education and tomorrow’s society. Budapest: OECD. Retrieved October 25, 2010, from http://oecd-pisa.hu/english/PISA2006-HungarianReport-English.pdf.

    Google Scholar 

  • Osborne, J. (2006). Message from the president. E-NARST News, 49(2), 1–2. Retrieved December 10, 2009, from http://www.narst.org/news/e-narstnews_july_2006_.pdf.

    Google Scholar 

  • Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 173–184.

    Google Scholar 

  • Osborne, J., & Collins, S. (2000). Pupils’ and parents’ views of the school science curriculum. London: King’s College London.

    Google Scholar 

  • Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: a focus group study. International Journal of Science Education, 23(5), 441–467.

    Article  Google Scholar 

  • Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. A report to the Nuffield Foundation. London: King’s College London.

    Google Scholar 

  • Osborne, J., Duschl, R., & Fairbrother, R. (2002). Breaking the mould? Teaching science for public understanding. London: The Nuffield Foundation.

    Google Scholar 

  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.

    Article  Google Scholar 

  • Pedrosa De Jesus, M. H., Teixeira-dias, J. J. C., & Watts, D. M. (2003). Questions of chemistry. International Journal of Science Education, 25(8), 1015–1030.

    Article  Google Scholar 

  • Ramsden, J. M. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+? International Journal of Science Education, 19(6), 697–710.

    Article  Google Scholar 

  • Rocard, M., Csermely, R., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. LuxembourgBelgium: European Commission.

    Google Scholar 

  • Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: a review of the intervention studies. Review of Educational Research, 66(2), 181–221.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

    Article  Google Scholar 

  • Schreiner, C. (2006). Exploring a ROSE-garden: Norwegian youth’s orientations towards science—seen as signs of late modern identities. Unpublished Doctoral Thesis, University of Oslo, Norway.

  • Sjøberg, S. (2000). Science and scientists: The SAS study. Oslo: University of Oslo. Retrieved December 10, 2009, from http://folk.uio.no/sveinsj/SASweb.htm.

    Google Scholar 

  • Sjøberg, S., & Schreiner, C. (2002). ROSE handbook: Introduction, guidelines and underlying ideas. Oslo: University of Oslo. Retrieved December 10, 2009, from http://www.ils.uio.no/english/rose/.

    Google Scholar 

  • Sjøberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE. Asia Pacific Forum on Science Learning and Teaching, 6(2), 1–16.

    Google Scholar 

  • Stake, J. E. (2006). The critical mediating role of social encouragement for science motivation and confidence among high school girls and boys. Journal of Applied Social Psychology, 36, 1017–1045.

    Article  Google Scholar 

  • White, R. T., & Gunstone, R. F. (1992). Probing understanding. London: Falmer.

    Google Scholar 

  • Yarden, A., Hasson, E., Gelbart, H., Cohen, R., Falk, H., Yarden, H., et al. (2008). Students’ interest and scientific knowledge: Making ends meet. Retrieved December 10, 2009, from http://www.weizmann.ac.il/Biology/open_day/book/Abstracts/Anat_yarden.pdf.

  • Yerdelen-Damar, S., & Eryilmaz, A. (2010). Questions about physics: the case of a Turkish ‘Ask a Scientist’ website. Research in Science Education, 40(2), 223–238.

    Article  Google Scholar 

Download references

Acknowledgements

We would like to thank Dr. Ayelet Baram-Tsabari from Technion for her help in the data analysis process, Zuhal Ozer and Tugba Can from TUBITAK Science and Children Magazine for their collaboration in our data collection process and Dr. Serkan Yilmaz from Hacettepe University for his advice on statistical analysis. We would also like to thank the anonymous reviewers for their constructive criticisms and suggestions.

Author information

Authors and Affiliations

  1. Faculty of Education, Department of Science Education, Hacettepe University, Beytepe, Ankara, 06532, Turkey

    Gultekin Cakmakci, Hatice Sevindik & Meryem Pektas

  2. Ankara University, Ankara, Turkey

    Asli Uysal & Gamze Kavak

  3. Mersin University, Mersin, Turkey

    Fatma Kole

Authors
  1. Gultekin Cakmakci
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hatice Sevindik
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Meryem Pektas
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Asli Uysal
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Fatma Kole
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Gamze Kavak
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gultekin Cakmakci.

Appendix

Appendix

Table 3 The subcategories of each field of interest and their order of popularity
Full size table

Rights and permissions

Reprints and permissions

About this article

Cite this article

Cakmakci, G., Sevindik, H., Pektas, M. et al. Investigating Turkish Primary School Students’ Interest in Science by Using Their Self-Generated Questions. Res Sci Educ 42, 469–489 (2012). https://doi.org/10.1007/s11165-010-9206-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-010-9206-1

Keywords

Search

Navigation