Unlocking the Science in English Coursebooks: A Critical Exploration of Scientific Literacy

Year 2025, Volume: 14 Issue: 1, 42 - 54, 29.01.2025

Ali Sağdıç , Gökhan Yigit

Abstract

Science is advancing at a rapid pace, and the ability to understand it has become a universal necessity. Countries aim to cultivate individuals who comprehend the nature of science, keep up with scientific advancements, and can generate solutions for local and global challenges. Enhancing scientific literacy is generally perceived as one of the primary goals of science education. However, relying solely on science courses to impart this knowledge is not a rational approach. English courses are among the subjects that can contribute to enhancing students' scientific literacy. This is because English lessons require presenting content to students using contemporary language teaching approaches in a meaningful and specific context. One of the most important tools for providing this content is coursebooks. This research investigated the extent to which English coursebooks contribute to scientific literacy through an interdisciplinary perspective. In this study, coursebooks used in fifth, sixth, seventh, and eighth-grade levels at state schools affiliated with the Ministry of National Education were analyzed. As a result of the research, it was revealed that all the examined coursebooks contained activities aimed at increasing scientific literacy. It was concluded that as the learning level increased, components of scientific literacy were more integrated into the coursebooks. In terms of the dimensions of scientific literacy, the scientific process dimension was the most represented in coursebooks with 65 activities. In light of these findings, it was evident that English coursebooks have potential to contribute to the development of scientific literacy.

Keywords

scientific literacy, English coursebooks, interdisciplinary approach

İngilizce Ders Kitaplarında Bilimi Açığa Çıkarmak: Bilimsel Okuryazarlık Üzerine Eleştirel Bir İnceleme

Abstract

Bilim hızlı bir şekilde ilerlemekte ve bilimi anlama yeteneği evrensel bir gereklilik haline gelmektedir. Ülkeler, bilimin doğasını kavrayan, bilimsel gelişmeleri takip eden ve yerel ve küresel sorunlara çözüm üretebilen bireyler yetiştirmeyi hedeflemektedir. Bilimsel okuryazarlığı artırmak, genellikle fen eğitiminin temel hedeflerinden biri olarak kabul edilir. Ancak, bu bilgiyi sadece fen derslerine dayandırmak mantıklı bir yaklaşım değildir. İngilizce dersleri, öğrencilerin bilimsel okuryazarlıklarını artırmaya katkıda bulunabilecek dersler arasındadır. Bu, İngilizce derslerinin öğrencilere anlamlı ve belirli bir bağlamda çağdaş dil öğretimi yaklaşımları kullanarak içerik sunmayı gerektirmesinden kaynaklanmaktadır. İçeriği sunmak için en önemli araçlardan biri ders kitaplarıdır. Bu araştırma, İngilizce ders kitaplarının disiplinler arası bir perspektif ile bilimsel okuryazarlığa ne ölçüde katkı sağladığını incelemiştir. Bu çalışmada, Millî Eğitim Bakanlığına bağlı devlet okullarında beşinci, altıncı, yedinci ve sekizinci sınıf seviyelerinde kullanılan ders kitapları analiz edilmiştir. Araştırmanın sonucunda, incelenen tüm ders kitaplarında bilimsel okuryazarlığı artırmaya yönelik etkinliklerin bulunduğu ortaya çıkmıştır. Öğretim seviyesi arttıkça, bilimsel okur yazarlık bileşenlerinin ders kitaplarına daha fazla entegre edildiği sonucuna varılmıştır. Bilimsel okuryazarlık boyutları açısından bakıldığında, bilimsel süreç boyutunun 65 etkinlik ile ders kitaplarında en fazla temsil edilen boyut olduğu görülmüştür. Bu bulgular ışığında, İngilizce ders kitaplarının bilimsel okuryazarlığın geliştirilmesine katkıda bulunma potansiyeline sahip olduğu söylenebilir.

Keywords

bilimsel okur yazarlık, İngilizce ders kitapları, disiplinler arası yaklaşım

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