Teaching nature of science through play-based activities to students diagnosed with attention deficit hyperactivity disorder

The aim of this study is to examine the impact of nature of science activities designed for 5th-grade students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) on their views about the nature of science. The study was conducted using a case study method, one of the qualitative research methods, with a holistic multiple-case design due to the involvement of three students. Data collection tools included the Views of Nature of Science Questionnaire (VNOS-E), semi-structured interviews, observation notes and student reflection forms. Before the implementation of the activities, a VNOS-E questionnaire and preliminary interviews were conducted. After five weeks of nature of science activities, the VNOS-E questionnaire and final interviews were administered. Content analysis was used to analyze the data. The findings revealed that all three students showed improvement in their understanding of the nature of science, although the extent of this improvement varied among them. The results of the study suggest that nature of science activities that involve active participation can enhance the understanding of the nature of science in middle school students diagnosed with ADHD.