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This study was conducted with the purpose of analyzing and interpreting the perceptions of 4 th grade primary school students studying in the province of Mugla towards science, using the pictures they draw. The study was implemented in the school year of 2015-2016 with 41 4 th grade students from the classes A-B at the Toki Ş. J. Yb. Alim Yilmaz Primary School in the province of Mugla. The pictures drawn by the participating students were analyzed semantically and the method of content analysis was used. The study analyzed and interpreted how the students perceived the concept of “Science”, the content they employed in the pictures they drew, whether they were able to establish a connection between Science and their lives, and whether there were differences between male and female students in terms of the content of the pictures they drew. Collaboration was made with three science and technology teachers and two image experts in the analysis. Separate coding lists were formed for each case for the analysis of the qualitative data and the data were coded. In the light of the findings obtained, it was found that 73.6% of male students drew an experiment environment within the theme of laboratory, while 90.9% of the female students did so. It was found that a large proportion of male and female students were influenced by the subjects “our sensory organs”, “technological developments”, “our body and systems”, “classifying matter” and “pollution”, which are included in the curricula. It was concluded that most male and female students perceive the concept of science only in terms of experiments, while this ratio is higher for female students who drew more detailed and colorful environments; they did not think of science outside school and laboratory environments; the connection they established between their lives and science did not exceed the public’s attitude towards this issue, visual stimulants in their surroundings, and what was taught and shown to them by educational institutions; the number of students who used themes other than the drawings and subjects in the textbook was very low; and their levels to relate science and technology class information to daily life were low.  Extended English abstract is in the end of  PDF (TURKISH)  file . Ozet Bu arastirma, Mugla ilinde ogrenim goren ilkokul 4. Sinif ogrencilerinin Fen Bilgisine yonelik algilarinin cizdikleri resimlerle analiz edilerek yorumlanmasi amaci ile yapilmistir. Arastirmanin uygulamasi 2015-2016 egitim-ogretim yilinda Mugla ili Toki Ş.J. Yb. Âlim Yilmaz Ilkokulunda 4. sinif A-B subelerinde ogrenim goren 41 ogrenci ile gerceklestirilmistir. Calismaya katilan ogrencilerin cizdikleri resimler anlamsal acidan incelenmis ve icerik analizi yontemi kullanilmistir. Ogrencilerin “Fen Bilgisi” kavramini nasil algiladiklari, cizdikleri resimlerde hangi iceriklere yer verdikleri, Fen Bilgisi ve yasadiklari hayat arasinda baglanti kurup kuramadiklari ve kiz ve erkek ogrencilerin cizdikleri resim iceriklerinde farkliliklar olup olmadigi analiz edilmis ve yorumlanmistir. Degerlendirme yapilirken uc fen ve teknoloji ogretmeni ve iki resim uzmani ile calisilmistir. Nitel verilerin analizinde her bir durum icin ayri ayri kodlama listesi cikarilmistir ve kodlamalar yapilmistir. Elde edilen bulgular dogrultusunda, erkek ogrencilerin %73,6’si resimlerinde laboratuvar temasi icerisinde deney ortami resmederken, bu oranin kiz ogrencilerde %90,9 oldugu tespit edilmistir. Kiz ve erkek ogrencilerin buyuk bir bolumunun mufredat programlarinda yer alan “duyu organlarimiz”, “teknolojik gelismeler”, “vucudumuz ve sistemler”, “maddenin siniflandirilmasi” ve “cevre kirliligi” konularindan etkilendikleri gorulmustur. Kiz ve erkek ogrencilerin buyuk bir bolumunun fen bilgisi kavramini sadece deney olarak algiladiklari, kiz ogrencilerde bu oranin daha yuksek oldugu ve erkek ogrencilere gore daha detay ve renkli ortamlar cizdikleri, fen bilgisini okul ve laboratuvar ortami disinda dusunmedikleri, yasamlari ve fen bilgisi arasinda kurduklari bagin, bu konuda toplum tutumunun, cevrelerindeki gorsel uyaranlarin ve egitim kurumlarinin onlara ogrettikleri ve gosterdiklerinden daha oteye gecemedigi, ders kitabinda bulunan cizim ve konularin disinda tema isleyen ogrenci sayisinin cok az oldugu ve fen ve teknoloji dersi bilgilerini gunluk hayatla iliskilendirme duzeylerinin dusuk oldugu tespit edilmistir.

journal of human sciences

Analysis of perceptions of primary school students towards science using the pictures they draw&lt;p&gt;İlkokul öğrencilerinin fen bilgisine yönelik algılarının çizdikleri resimlerle analizi