TEACHING DESTRUCTIVE NATURAL EVENTS THROUGH EXPLICIT REFLECTIVE NATURE OF SCIENCE EDUCATION: EFFECTS ON ACADEMIC ACHIEVEMENT AND NATURE OF SCIENCE VIEWS

Bilgin Hüner, S.; Çavuş Güngören, S.

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TEACHING DESTRUCTIVE NATURAL EVENTS THROUGH EXPLICIT REFLECTIVE NATURE OF SCIENCE EDUCATION: EFFECTS ON ACADEMIC ACHIEVEMENT AND NATURE OF SCIENCE VIEWS

Title	TEACHING DESTRUCTIVE NATURAL EVENTS THROUGH EXPLICIT REFLECTIVE NATURE OF SCIENCE EDUCATION: EFFECTS ON ACADEMIC ACHIEVEMENT AND NATURE OF SCIENCE VIEWS
Publication Type	Journal Article
Year of Publication	2026
Authors	Bilgin Hüner, S, Çavuş Güngören, S
Journal	Journal of Baltic Science Education
Volume	25
Issue	5
Start Page	792-805
Pagination	Continuous
Date Published	October / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	academic achievement, destructive natural events, explicit-reflective, fifth-grade students, nature of science
Abstract	Developing students' understanding of destructive natural events requires not only conceptual knowledge but also an understanding of how scientific knowledge is generated and applied. This study examined the effects of explicit-reflective Nature of Science (NOS) education integrated into destructive natural events on students' academic achievement and NOS views. A quasi-experimental pre-test–post-test control group design was employed with 111 fifth-grade students from a public lower-secondary school in Türkiye. Academic achievement was assessed using the Destructive Natural Events Achievement Test (DNEAT), and NOS views were examined using the Views of Nature of Science Questionnaire–Form E (VNOS-E). Quantitative data were analysed using analysis of covariance (ANCOVA), and students' NOS views were analysed through qualitative content analysis. After pre-test achievement was controlled, students in the experimental group achieved significantly higher post-test achievement scores than those in the control group. Furthermore, students receiving explicit-reflective education demonstrated more informed views across all five NOS aspects, with the most pronounced changes observed in their understanding of the tentativeness and subjectivity of scientific knowledge. These findings show that destructive natural events can be used as a context for explicit-reflective NOS education while addressing students' scientific content knowledge and NOS understandings within the same educational process.
URL	https://oaji.net/articles/2026/987-1793131438.pdf
DOI	10.33225/jbse/26.25.792
Refereed Designation	Refereed
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