Analysis of Science Images Presence in Cartoons (A Turkish TV Channel Case)*

Knowledge is an essential part of the continuity of humanity. Access to science is through knowledge and vice versa. Children are mostly preoccupied with television, mainly with children's programs on television channels especially cartoons. Cartoons are produced in order to entertain children and to contribute to their development and maturation. Since access to knowledge is through science, it is important that cartoons contain scientific images. Through the presentation and interaction with science images, cartoons arouse children’s interest in science and contribute to their devotion to science. The aim of the present study is to determine if science images are included in cartoons and to what extent. The research is conducted in line with qualitative research method according to the case model. Whereas the population of the study is the cartoons broadcasted in the Turkish mass media, while determining the sampling method, purposive sampling has been preferred and thus currently broadcasted cartoons at TRT Cocuk (Turkish Radio and Television Children) channel, providing access to various cartoons from the same source, selected. Relevant data has been collected using " Form for Analyzing Scientific Image Presence in Cartoons” developed and applied by the researcher. The study has determined that the cartoons broadcasted include science images according to their thematic features.

Science is also explained as follows: 1. To reach new results and information by interpreting the current situations within their own processes 2. The skill of using knowledge in daily life 3. A thought system 4. The ability of the human to use critical and creative thinking skills (Yesiloglu et al., 2010) 5. All knowledge is a whole (Seven, 2004) 6. An effort to reach reality 7. A collection of systematic information that leads to theories 8. A constantly changing and evolving activity (Terzi, 2005).
Moreover, science has a mental and objective aspect. Science has dimensions including value judgment, creative elements, and emotions (Yildirim & Mahsereci, 1997).
The prediction of the continuous improvement of technology and science, children are encouraged to live under the influence of science in order to adapt to society and to the time they live in. As of today, children who are currently at the preschool and elementary school-age will take an active role in the development of society in the 21 st century.
It is the expectation of societies from individuals to behave according to the requirements of time, to adapt to changing situations, and to continue in the natural flow of life. The rapid advancement in technology and knowledge and the pandemic process that the world is currently facing shows that there is always the need for more knowledge and technology.
Science is based on scientific research conducted in academic, government, research-related institutions, and companies. The applicability of research has led to the emergence of science policies that place emphasis on the development of commercial products, health care, environmental protection, and the development of weapons and equipment necessary for the defense of countries (Science, 2020).
When we look at it from a universal and present perspective, science is classified under three headings: Formal, Natural, and Social Sciences. Table 1 contains the classification of science. The sciences are basically mentioned and also their application areas are placed. It is a collection of abstract information such as formal science, mathematics, logic, and statistics. Natural sciences explain the structure and vital features of living things, also the structure of inanimate beings and the laws they follow. On the other hand, social sciences include the issues that arise from human behavior and form societies (Gauch, 2003). According to NRC (1996), a science standard set for students was organized by the National Science Education Standards (NSES). There are eight science standards, which are listed as follows: interpreting data. According to Padilla et al. and Rao and Kumari, these skills are seen as the skills that are used in preschool and primary school and should be acquired by students from these levels. Basic scientific process skills based on the more complex integrated scientific process skills forming skills. Observation, classification, measurement, inference, space/time using relationships, using numbers, estimating, drawing conclusions, communication, and asking questions can be counted among the basic scientific process skills. Integrated scientific process skills are more complex, including the use of some basic skills. These skills are used in the research and interrogation process. It includes important mental skills as well as skills. Determining the variables, define relationships between variables, change variables and control making, creating tables, drawing graphics, modeling, obtaining data and data processing, operational definition, setting up a hypothesis, designing an experiment, experimenting, Interpretation of data can be counted among integrated process skills (as cited in Aslan et al. 2016).
Institutions and systems must work in cooperation for the continuation of humanity. Each system and institution is responsible for each other's development. As developing systems and institutions will actually play a role in the development of societies, it is among the aims and policies of societies and systems to enable the acquisition of a number of skills by individuals from early childhood on. At this stage, 21 st -century skills defined by different systems become important. The World Economic Forum has revealed 21 st -century skills considered for different disciplines such as education, industry, technology, business world, and economy and reported these (The World Economic Forum, n.d.).
In the "Jobs of the Future" report of the World Economic Forum (2016), besides occupations related to artificial intelligence and machine learning, robotics, nanotechnology, three-dimensional printing, genetics and biotechnology, the Fourth Industrial Revolution will lead not only to widespread deterioration not only in business models but also in the labor markets. Moreover, it also predicts that there will be changes in existing skills.
The skills of the workforce to be trained in this field of work are to be acquired at a very early age. In the World Economic Forum (2016) Report, the skills required for students in the 21st century are discussed and determined as follows: 1. Basic Literacy for daily life: literacy, arithmetic, scientific literacy, information and communication technologies literacy, financial literacy, culture, and civil literacy 2. Competencies for complex challenges: critical thinking/problem solving, creativity, communication, cooperation 3. Character Properties that determine the approach to changing situations: curiosity, initiative, perseverance/patience, adaptability, leadership, social, and cultural awareness It will be in the interest of both the individuals and societies to enable today's children to gain the necessary skills at preschool and subsequent levels of education demanded form the workforce of the future. Therefore, it is necessary to support children with small interventions from an early age on to acquire scientific knowledge, technology literacy, and skills such as critical thinking, problem-solving, creativity, cooperation, and furthermore curiosity, patience, leadership, and socio-cultural awareness. It is through interaction with the environment that children have access to necessary information answering their curiosity and questions about life. Children are in need of supportive environments in which they can obtain the knowledge regarding their development. These environments can be social environments such as family, peer, school, as well as objects and mass media with which they interact by means of their own mental processes. Although they acquire knowledge and skills as a result of the interaction with their environment, children take models from the environments they interact with. Therefore, the structuring of the environment will support the development of children. The object that children interact most is televisions and technological tools, particularly children's programs on television and social media channels, and cartoons on these channels for children.
Children's programs are the types of programs suitable for the developmental characteristics of children, and therefore addressing their tastes and learning abilities. promoting unruly behavior and lack of empathy 3. promoting the use of foul language 4. encouraging antisocial behaviors 5. leading health problems due to sedentary lifestyle. While children learn with fun, their logic and reasoning develop and their creative skills increase. In order to prevent its negative effects, families must first determine the cartoons they will watch together, limit their watch hours, have educational and suitable cartoons to be watched, the differences between the imagination and reality in cartoons should be discussed, and something should not be eaten during watching.
It should be noted that the features of the published cartoons are as important as the families do. That's why the producers have a big duty. The subjects of the cartoons, the characteristics and messages of their heroes should be designed in a way that favorably supports the development of the child.
Recent improvements in screenwriting techniques, technology, and computer-aided production of cartoons have led to the development of cartoons and diversity enabling the emergence of new characters. With the acceptance and recognition of the characters of a particular animation or cartoon, products such as educational games, entertaining games for smartphones or tablets related to the characters, websites, figures of the characters, toys, costumes, printed textile materials are produced. Considering future technologies, it is foreseeable that this sector will continue for many years (Malatyalioglu, 2014).
The presentation of characters, lines, colors, music, songs, plots, and scenes in the cartoons catch children's attention.
Their interactions with cartoons make children identify themselves with the characters in their daily lives, revive the scenes they watch and use their imagination to create their own scenarios. Malatyalioglu (2014) states that thematic cartoons to be produced for education purposes will enable tutorial cartoon examples in which characters from the immediate world of the children like their mother, father, sibling, grandfather, teacher or friend, act as exemplary human beings. Thus, by showing how these characters in the cartoons resolve their problems, children are actually advised. Characters will become role models for the children.
In cartoons, characters can be not only human beings but also animals, technological devices, or totally fictitious nonearthly characters, a product of human imagination. The characters speak, act, and offer skills according to the age and developmental characteristics of the children.
In the cartoons, there are not only virtuous characters and role models, but also characters with opposing features presented and children are made to attempt to perceive the good or the truth, or what has to be in that situation. In fact, cartoons are indicators of the situations that children may encounter throughout their lives.
According to Target Study (2018, September 18), the points where cartoons are important in terms of education are as follows: 1. They are remarkable as it contains color, fun, and line 2. It provides an easy understanding of difficult issues. 3. They improve their language skills. 4. They provide effective teaching of community or human values and good behavior. 5. Rhymes, end-rhymes or numerals, series of numbers and movements in scenes in cartoons are great tools for preschoolers in terms of physical exercises. 6. Children are artists (aesthetics) enough to draw a new cartoon character with their imagination and they establish unity of mind and language and unity of mind and finger. 7. Children develop critical thinking skills to interpret what cartoons say. 8. Children's quantity of vocabulary increases. 9. A positive student-teacher relationship is established as the teacher who offers fun materials such as cartoons will be appreciated against the teacher. 10. It is a cheap tool for teaching due to watch on the internet or television and purchase in the form of books and magazines.
Cartoons are produced in order both to entertain and influence the development of children. Therefore, the content, scenarios, and characteristics of the heroes of the cartoons produced are important. Since knowledge is accessed through science, it is important that cartoons contain images of science. The more interaction with the images of science, the greater is the interest and attraction of children to science.
The mental idea, general appearance, and impression means image (Turkish Language Institution, n.d.). In cartoons, the message to be given is in the form of images. The features that make up the theme are converted into images and presented to the audience. 21 st century professions such as artificial intelligence and machine learning, robotics, nanotechnology, threedimensional printing, and genetics and biotechnology and the skills that 21 st century students should acquire such as scientific literacy, information and communication technologies literacy, critical-thinking problem-solving, creativity. It is necessary to ensure that the generations are trained by running all the available opportunities to ensure gains by spreading into daily life, not just with learning at school.
A well-structured interaction and learning environment is necessary in order not to leave the development of children to chance, to prevent false learning, and to prepare children for the future as best as possible. The results of this study are important as along the determination of being selective in choosing the environments to be offered to children. It will guide scenarios of cartoons yet to be produced and the preferences of families in terms of cartoons.

Aim
In the present study is conducted in order to determine the presence of science images in cartoons following research questions will be answered: 1. What is the current condition of cartoons in terms of integrating: "science images related to scientific concepts and processes" "science images related to scientific research" "science images related to physical sciences" "science images related to life sciences" "science images related to earth and space sciences" "science images related to science and technology" "science images related to personal and social sciences" "science images related to nature and history" "science images in its episodes"? 2. What is the current condition of cartoons in terms of integrating science images in its episodes? 3. What is the current condition of the presence of science images within the episodes of a particular cartoon?

Research Design
The present study has a Qualitative Single Case (Type 1) research model, a qualitative research method aiming to determine the situation and provide information over a certain period in depth. According to Hancock and Algozzine, case studies are the study of an event or a case under investigation, in its natural context, limited to location and time. Decisions considering the case are made based on the combination of data obtained from measurement tools and data sources (Hancock & Algozzine as cited in Kaleli Yilmaz, 2015). The holistic single case model is the study of situations that no one has ever studied before or was able to reach before. This pattern has the feature of making an unknown situation evident and forming the basis and guiding subsequent research (Yildirim & Simsek, 2018). Likewise, the present study is considered to guide future research in terms of the sample, data collection tool, and research problem.

Universe and Sample
The population of the study consists of cartoons broadcasted at TV channels among the programs for children in Turkey. First, the list of children channels broadcasting on Turkish Satellite (TURKSAT) Cable TV was obtained (TURKSAT, 2019). In order to form the sample of the study, the missions of the channel and target audiences were determined based on the information derived from the websites of 8 Children TV program channels (two belong to TRT Cocuk [Turkish Radio Television Children] channel, one broadcasting in HD) on TURKSAT Cable TV.
Purposive sampling method was preferred while determining the sample. According to Patton, it is the sampling method that gives the opportunity to study the cases that are considered to have splendid data in depth (Patton as cited in Yildirim & Simsek 2018). While analyzing the features of the kids' channels on the relevant sites, it was determined that there is either no explanation at all or only a statement that it is for entertainment purposes. Cartoons that are currently broadcasted on TRT Cocuk channel are taken as the sample as only this channel has activities adhering to the principle of public interest by supporting the healthy development of its target audience, that of the children. TRT Cocuk channel is a thematic channel adhering to the principle of supporting children's development and broadcasting mainly local productions. Moreover, complying with the basic views, goals, and principles of the Turkish National Education is among the important policies of the channel.
The study was initiated in August 2019, the website of TRT Cocuk channel (Turkish Radio Television Children's Channel, 2019) was examined in-depth for sample cartoons, and the number and names of the cartoons were determined. A total of 45 cartoons were determined on the channel's website. The number of cartoons broadcasted was determined by examining the broadcasting streams in August and September, and 35 cartoons were determined and included in the sample of the study. Although the number of cartoons was defined as 35, 9 were excluded from the study as their previous episodes could not be accessed on the website, so the final number of cartoons to be watched and analyzed was decreased to 26. Table 2 contains information about cartoons determined for sampling.  Table 2 presents 45 cartoons on the channel's website listed in alphabetical order. First, considering the high probability of reaching all children, only cartoons that were broadcasted in August and September were considered and 35 cartoons were decided upon. However, since the cartoons will be watched on the channel's website, the number of episodes of the cartoons to be watched on the channels' web site has been determined. At this stage, cartoons that could not be reached were removed from the sample and the number of cartoons was decreased to 26. These cartoons were coded as Cx (Example: C1, C2, … , C21). Some of the cartoons in the study sample had defined the age groups addressing to, others had not. There are cartoons addressing to children from 3 to 11 as well as cartoons for over 12 years. Cartoons starting from 36 to 45 were excluded from the sample as these were available on the website but not broadcasted on television. Moreover, some of these cartoons do not have episodes loaded on the channel's website.

Data Collection Tool
National Science Education Standards (NSES), consisting of 8 main and 25 sub-concepts determined by the National Research Council (NRC) (1996,2003) for kindergarten to elementary school 4 th -grade children, was accessed during the review of the relevant literature in order to develop the necessary data collection tool. While the researches are going on, sub-concepts have been created based on the concepts of these standards. While determining the subconcepts, Science Learning Assessment (SLA) belonging to Samarapungavan, Mantzicopoulos and Patrick and French (2009) was also examined and explanations were added to the sub-dimensions. SLA is a personally managed, instructively sensitive science assessment for kindergarten children. SLA consists of two sub-dimensions, scientific research processes and life sciences concept sub-dimension, and of 24 items in total. While creating the data collection tool, teaching science as an inquiry (Teaching science as an investigation) by Bass et al. (2009), Carin, andBass (2001), and Carin, et al. (2005) have been studied and the following conclusion reached: a research approach towards the acquisition of scientific skills to be used by children and a scientist would motivate every child, attract students of all kinds, and help them to understand the relation between science and daily life, and the nature of science. After the analysis of the content, the data collection tool has been finalized.
After the data collection tool was created, expert opinion was referred to for validity and reliability purposes. 6 faculty members from the field of Preschool Education and 4 faculty members from the field of Science Education were consulted for their opinions.
The form, prepared for the experts, had columns with headings such as "SUITABLE, NOT SUITABLE, ADD, CORRECT" across each of the dimensions of the data collection tool. For the validity of the data collection tool, the dimensions of the concepts related to the science images in the data collection form were questioned for their appropriateness in terms of theoretical, methodical considerations and as a collection tool per se. According to the feedback obtained from 4 experts, the form was rearranged and some additions made. In order to ensure the reliability of the data collection tool, the experts were consulted once again whether the form was suitable for research, whether it would collect the necessary data, and whether it was relevant to the subject of the research. All experts thought that the form was suitable for the research method, could collect data, and was relevant to the research topic. In terms of reliability, all of them were unanimous. Thus, the form for analyzing scientific image presence in cartoons (FASIPC) has taken its final form. Table 3 shows the 8 sub-dimensions of FASIPC and the descriptions of the 41 sub-concepts:   Table 3 presents explanations about the science images to be searched for while watching cartoons in order to collect the necessary data. Hereby, the sub-concepts to be looked for in a dimension to be tested are given together with their explanations. Some sub-concepts have been explained and some sub-concepts have not.

Data Collection
Since cartoons could not be watched live on television at the time of their broadcast due to time constraints, these were watched on the channel's website. Since the programs broadcasted on TRT Cocuk channel are thematic, 10 episodes were randomly determined. The number of episodes watched would answer the considerations about the cartoons. As of September, watching and data collection procedure had begun of the previously selected episodes of the earlier determined 26 cartoons; however, even though earlier accessible, the episodes of 5 cartoons could not be accessed. Hence, 10 episodes randomly selected from the remaining 21 cartoons were watched and analyzed. Table 4 contains information about the randomly selected parts of the 21 cartoons.

Analyzing of Data
Analysis of the data obtained was based on document analysis. Analysis of documents, according to Yildirim and Simsek (2018), is the analysis of written materials that have information about the case or cases analysed. In qualitative research, in cases where direct observation and interview are not possible or to increase the validity of the research, besides interview and observation methods, written and visual materials and materials related to the research problem can also be included in the research. The importance of the documents used as a data resource is related to the research problem. Visual materials such as film, video, and photography images can also be employed in qualitative research.
The cartoons watched were evaluated using FASIPC. A FASIPC was developed for each cartoon and the science images were determined for the 10 episodes watched. The evaluation was made with the forms of each cartoon and of the 10 episodes were watched for each cartoon. In the evaluation process, three issues were considered: 1. If there was only one sub-concept present in the episode, the science image of the dimension to which the subconcept belongs to was considered to be present, hence the number of repetitive images of the same dimensions were not counted 2. In addition, no extra scoring was made, only the existence of the science image was evaluated. 3. As there were cartoons stating target audience age groups and cartoons without, age was not taken as a criterion during data analysis. In this regard, the fact that the achievements regarding science images are included in the programs of all education levels starting from the pre-school education program on of the Turkish Ministry of National Education supports this decision.

Findings
The findings consist of the data obtained from the presence of science images present in the cartoons watched. Table 6 presents information related to the integration of scientific concepts and processes in 21 cartoons watched.  According to Table 6, out of the 210 episodes watched, only 57 episodes included integrating scientific concepts and processes. The highest rate, with 15.8%, belongs to the cartoon named "Piril" (The Piril) coded as C22 that has included integrating scientific concepts and processes in 9 out of the 10 episodes watched. The cartoons with the lowest rate (0%) are the 5 cartoons coded C5/C7/C14/C17/C19 as these did not have had in any of their episodes scientific images related to the integration of scientific concepts and processes. Table 7 presents information about the inclusion of scientific research in the episodes of the 21 cartoons watched. According to Table 7, out of the 210 episodes watched, 63 episodes contain elements of scientific research. The highest rate, with 15.9%, belongs to the cartoon named "Aslan" (Aslan) coded as C3 in which scientific research elements were included in all 10 episodes watched. Cartoons with the lowest ratio (0%) are 2 cartoons coded as C5 and C7. No science images were present in any of the sections watched. Table 8 presents information on inclusion of physical sciences in the episodes of the 21 cartoons.  According to Table 8, physical sciences are included in 116 episodes out of the 210 episodes watched in total. The highest rate, with 8.6%, belongs to the movie named " Mutlu Oyuncak Dukkani " (Happy Toy Shop) coded as C12 and "Ibi" (The Ibi) coded as C19 as these included physical sciences in all the episodes watched. Cartoons with the lowest ratio (1.7%) regarding the inclusion of physical sciences are 1 cartoon coded as C21 (The Niloya). Only two physical science-related image was present in the episodes watched. Table 9 presents the inclusion of life sciences in the episodes of the 21 cartoons watched. According to Table 9, life sciences are included in a total of 124 episodes out of the 210 episodes watched. The highest rate, with 8%, belongs to the cartoon "Cilgin Orman" (Crazy Forest) coded as C7 in which images related to life sciences are included in all 10 episodes watched. The cartoons with the lowest rate (1.6%) are the cartoons named "Mutlu Oyuncak Dukkani" (Happy Toy Shop) coded as C19. Only in two episodes an image of life science was detected of this cartoon. Table 10 provides information about the inclusion of scientific images related to world and space sciences in the episodes of the 21 cartoons watched. According to Table 10, only in a total of 100 episodes out the 210 episodes watched, science images related to Earth and space sciences were included. The highest rate, with 8%, belongs to the cartoons named "Ibi" (The Ibi) coded as C12, "Kare" (The Square) coded as C15, "Maysa ve Bulut" (Maysa and Bulut) coded as C18, and " Su Elcileri " (Water Ambassadors) coded as C24 with earth and space sciences related images in eight of the 10 episodes watched. The cartoons that have the lowest rate (1%) are the cartoons named "64 Kare Ulkesi " (64 Square Country) coded as C1 and " Cilgin Orman " (Crazy Forest) code as C7. Only one earth and space sciences related science image was determined within the episodes of these cartoons watched. Table 11 contains information about the inclusion of science and technology in the episodes of 21 cartoons watched.  According to Table 11, out of the 210 episodes watched, 117 episodes include images related to science and technology. The highest rate, with 8.5%, belong to the cartoons named "Akilli Tavsan Momo " (Smart Rabbit Momo) coded as C2 and "Ibi" (Ibi) coded as C12 with science and technology images in all the 10 episodes watched. The cartoon with the lowest ratio (0.9%) is "64 Kare Ulkesi" (64 Square Country) coded as C1 and "Niloya" (Niloya) coded as C21. Out of the 10 episodes watched, only one image related to science and technology was determined. Table 12 presents information about the inclusion of science from a personal and social perspective in the 21 cartoons watched. According to Table 12, out of the 210 episodes watched in total, only 79 episodes include scientific images related to science from a personal and social perspective. The highest rate, with 11.4%, belongs to the cartoon named "Ibi" (Ibi) coded as C12 as it included in 9 out of the 10 episodes watched images of science from a personal and social perspective. The cartoon with the lowest rate (0%) is the cartoon named "Ege ve Gaga" (Ege and Gaga) coded as C8. No science image from a personal and social perspective was encountered in any of the episodes of this cartoon.   According to Table 13, in the 210 episodes watched in total, only 24 episodes contained images referring to the nature and history. The highest rates, with 20.8%, belong to the cartoons titled "Aslan" (Aslan) coded as C3 and "Nasreddin Hoca Zaman Yolcusu" (Nasreddin Hodja Time Traveller) coded as C20 as these two cartoons contained images referring to the nature and history of science in all the episodes watched. The cartoons with the lowest ratio (0%) are 12 cartoons coded as C1/C4/C5/C7/C8/C10/C12/C14/C15/C18/C22/C24 as these did present any images referring to the nature and history of science in any of episodes.  According to Table 14     According to Table 15, the evaluation of each cartoon in itself revealed that the most science images, 53 in total (7.8%), were present in the cartoon named "Aslan" (Aslan) coded as C3.

Discussion
Moreover, the present study has determined that while creating scenarios for the cartoons, science images used in daily life are mostly included. However, scientific images based on creative and critical thinking skills are minimally present, and science images related to the history of science, scientist, and science are among the least used science images in cartoon scenarios.
Providing children with realistic images about science and scientists throughout their education, making programs for the introduction of science and scientists and studies on the changes of children's perception on these are among the research proposals of Guler and Akman (2006). In their study, Akman et al. (2003) stated that educators should be encouraged to create an environment that allows children to think and to be interested in science, and that they should support children to think and to make suggestions about objects, events, and people. Moreover, they highlighted the necessity of considering social and cognitive development as a whole within a good program. Yagli (2013) suggests that the cartoons chosen for the sample of the study aim both to teach Turkish culture and to entertain children. While choosing cartoons for the children, not only the age but also the content of cartoons is to be taken into consideration. He pointed out that cartoon watching habits of children will lead to significant problems in their future educational lives.
According to Oruc et al. (2011), preschool children are curious about everything and wants to learn. At this age, perception of everything around him/her as alive (animism) attributing human features to abstract beings (anthropomorphism), imitation of everything perceived are among the developmental features of these age groups.
Modeling, imitation, identification and adoption are realized with the contribution of the environment. In addition, in their research, they concluded that the children model the characters who share common characteristics, in both real life and cartoons, and the life experiences of the heroes contribute to the mental development of children.
In their research, Ayvaci and Abdusselam (2012) stated that the use of cartoons in science education increases the success scores of children. Asci (2006) determined that the animation characters that children watch in advertisements, purchase of the products advertised, or forcing parents to buy the products with cartoon or anime figures on them differed according to the habitat of children. These results support the emergence of the present study. The content of the cartoons, affection of the children by the cartoons features and identifying with the heroes of the cartoons make children start to live the cartoons. Therefore, the scenarios and drawings of the cartoons should be created meticulously.
In their research, Bayir and Gulsen (2017) have reached the conclusion that the basic scientific facts and concepts are not sufficient in the most-watched cartoons and that the cartoons are insufficient in introducing children to some basic scientific concepts and have recommended that cartoon producers and scriptwriters should get support from the experts. The results and suggestions are in line with the results and suggestions of the present study.
Based on the suggestion made by Yurt and Omeroglu (2013) in their study, cartoons support children while learning science topics. Hence, the results of this study can be a guide for educators as well as parents for using cartoons as an educational material. All kinds of materials that will be used in the education of children should include features that are necessary for science and that will increase their creativity, reasoning, perception and skills of research.
However, irrelevant to the cartoon theme, presenting science images in the cartoons has become a necessity of the age and current life. Children are now interested in robotic coding, mind games, STEM education and practice from preschool on and increase their science-related interests and skills.

Conclusion
Based on the findings of the present study, the following conclusions were reached: 1. The number of chapters containing the image "scientific concepts and processes integration" is 57. It has a low rate of 27.1% in 210 departments.
The number of episodes containing the image "science-based on research" is 63. Within 210 episodes, it has a low rate of 30%.
The number of episodes containing the "physical sciences" image is 116. It has an average rate of 55.2% within 210 divisions.
The number of episodes containing the image of "life sciences" is 124. It is slightly above average with a rate of 59%.
The number of sections containing the image of "earth and space sciences" is 100. It has an average rate of 47.6%.
The number of episodes that include the image of "science and technology" is 117, which is slightly above average with 55.7% in 210 episodes.
The total number of episodes with the image of "a personal and social perspective" is 79, and has a low rate of 37.6% within 210 episodes.
The number of episodes containing the image of "science nature and history" is 24 in total and has the lowest rate among other images with 11.4% in 210 episodes.
2. "The Presence of science images in the cartoons" status is analyzed, which have tried to determine the location of image portions and image science 680 monitoring section 210 unlike in total were identified. While there are 3.2 images per episode, there are 32.4 images per cartoon. most places the image of science in sections, with section 124 Life Sciences, at least place the image of science is part of the Nature of Science and History with 24 images.
3. It was determined that the situation of including science images in the monitored parts of 21 cartoons was evaluated on the basis of each episode of each cartoon, and in some parts, more than one image of the same science was included. The cartoon, which has the highest proportion of science images, has become the "Aslan" coded C3. A total of 53 images were detected in 10 sections. Most "scientists as research" has included the image. Images of basic scientific process skills, integrated scientific process skills, and also scientific research and perceptions sub-dimensions were found. The section with the most images is the section called "labyrinth explorers". The section that contains the least science element is the section called "holiday gifts". The cartoon that has the lowest proportion of science images is "Niloya". 19 images were identified and the most common image type was "life sciences", 6 sections were identified. The section that has the most science images is "Rainbow".
In accordance with the developmental features of the children, the target audience, and the National Education programs, cartoons published in the TRT Cocuk channel include science images mostly according to their thematic features. Moreover, although cartoons do not have science as their primary themes, they contain images of science.
The present study has determined that the least used science images in the cartoons are related to the sub-dimensions of "Nature and History of Science" (3.5%), "Integrating Scientific Concepts and Processes" (8.4%) and "Science-Based on Research" (9.3%), "Science from Personal and Social Perspective" (11.6%). While the most common images in the cartoons are related to the sub-dimensions of "Life Sciences" (18.2%), "Science and Technology" (17.2%), "Physical Science" (17.1%) and "Earth and Space Sciences" (14,7%), throughout the 210 episodes their rate is slightly above 50%. However, this ratio is also considered to be low in children's interaction with science.