Mental models of primary teachers toward science

This study is a qualitative research that aims to examine primary school teachers' mental models of science and to reveal how these models are reflected in their classroom teaching practices. The theoretical framework of the research is based on the Reconceptualized Family Resemblance Approach (FRA), which explains the nature of science not only through methodological processes but also by including multidimensional elements such as values, scientific practices, and social relations. The study seeks to analyze in depth how teachers perceive science, how they mentally construct it, and how these constructions affect their classroom practices. The research was conducted using the phenomenological design, one of the qualitative research methods. This design makes it possible to uncover the perceptions, experiences, and meanings related to a particular phenomenon based on participants' lived experiences. The study sample consists of 126 primary school teachers working in 35 schools in Tokat province. The data collection process was carried out by asking teachers to draw a visual representation of the concept of "science" and to explain their drawings in writing. In addition, teachers were asked about the methods, techniques, and strategies they use when teaching science, thereby obtaining data to identify possible relationships between their teaching preferences and their mental models. These forms were distributed to 376 teachers, and 126 of them were returned fully completed. The collected data were analyzed through visual analysis, FRA-based content analysis, and descriptive analysis methods. According to the findings, the majority of the teachers' drawings (75.40%) partially represented science, while only 19.00% clearly represented it. The most frequently used objects and symbols in the visuals included natural elements (sun, tree), scientific tools (microscope, test tube), and symbolic indicators (book, light bulb, DNA). FRA-based analyses revealed that teachers had strong awareness in the cognitive-epistemic dimensions of science (Goals and Values, Knowledge Production and Types), but remained weak in the social-institutional dimensions (Professional Activities, Institutional Structures / Financial Systems, Political Power Structures). When examining instructional strategies, it was found that teachers most frequently used student-centered methods such as "learning by doing and experiencing" (20.0%), "research–inquiry" (17.1%), and "conducting experiments" (16.2%). These results show that teachers attach importance to active participation and experience-based learning in science education. However, it is noteworthy that more comprehensive methods such as project-based learning and observation were used less frequently. In conclusion, it was determined that primary school teachers' understanding of science is largely student-centered, yet they lack sufficient representation of the social and institutional aspects of science. In light of these findings, it is recommended that teacher education programs and professional development activities be restructured based on FRA in order to develop an instructional perspective that encompasses all dimensions of science.