Özet:

The mental models for the teaching of the sciences that individuals have are very important for the nature of their learning skills. If the root change of the science course in our country in 2005 is taken into account, the implementation of the reforms in education depends largely on the understanding of teaching. The reflection of teachers' beliefs in teaching in class practices has a significant impact on the provision of qualified education. The mental models of the teaching of students responsible for the implementation of the curriculum together with teachers are derived from past learning experiences. Therefore, the determination of students’ mental models for the teaching of science can be a suitable starting point for the organization and change of teaching practices in the educational process. The purpose of this research is to study the mental models of the 4th and 5th classes of primary school students to teach science based on their own drawings in terms of certain variables. The study includes 704 students in the Afyonkarahisar province. In the study, the data was obtained by response to the Science Knowledge Teacher's Imaging Form (DASTT-C) and the Multiple Fields of Intelligence Inventory. The data obtained at the end of the application of data collection tools were analyzed using the frequency, percentage, arithmetic average, standard deviation, Mann Whitney U-test and Kruskal-Wallis H-test according to the purposes. As a result of the response of the DASTT-C tool, 29% of students are student-centered, 59.9% are both student and teacher-centered and 10%. It is found that 7 of them have a mental model for teaching science centered. According to the results obtained, the students’ mental models for the teaching of science have not varied according to class level, while they have not varied according to gender. There has also been no connection between the intellectual models of the students’ teaching classes and the multi-types of intelligence.

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