Discovering students' perceptions towards nature with storyline method in life science course: A phenomenological study

The rapid transformations occurring in today's world necessitate the continuous renewal of education systems and the restructuring of instructional processes in accordance with contemporary requirements. In this context, the use of student-centered, interactive, and innovative teaching methods in Life Sciences courses has become increasingly important. The individual-focused nature of the constructivist learning approach enables the effective implementation of innovative methods such as the Storyline method in educational settings. As a teaching approach that encourages students' active participation and presents various disciplines within a holistic narrative framework, the Storyline method stands out as an effective instructional strategy. In the Life Sciences Curriculum, sensitivity to nature and the environment is included among the core competencies, which highlights the importance of shaping environmental awareness and perceptions of nature from an early age. This study aims to explore the perceptions of third-grade primary school students toward nature through the Storyline (narrative-based) method. Designed as a qualitative study using a descriptive phenomenological approach, the research was conducted with 22 students attending a public primary school during the 2022–2023 academic year. During the data collection process, observations, individual and focus group interviews, student products, a nature perception form, mind maps, and word association tests were used; the data obtained were evaluated through thematic analysis. The implementation was carried out using the Storyline method within the scope of the "Life in Nature" unit of the Life Sciences course. The research findings revealed that students perceived nature as a dynamic and holistic system functioning through the interaction of living and non-living elements. Furthermore, it was determined that students developed perceptions related to themes such as the functions of plants and animals, ways of orientation, natural elements, the protection of nature, and recycling. It was concluded that students developed a sense of responsibility toward nature and that their perceptions of nature reflected a holistic structure across cognitive, affective, and behavioral dimensions. Keywords: Nature, Storyline method, Life Sciences course, Phenomenological study