This study, which aims to examine STEM parent awareness in the transition from preschool to primary school, used a survey model, one of the quantitative research designs. The study group consisted of 400 parents with children aged 5–7 years (preschool and primary school age) who participated in the study voluntarily from different provinces of Turkey. The STEM Parent Awareness Scale, was used to collect data. The STEM Parent Awareness Scale evaluated parents’ STEM awareness in knowledge and attitude. Data collection took place online using volunteer participants. Data analysis consisted of descriptive analyses using quantitative data and MANOVA to analyze the STEM awareness of parents with preschool children and the STEM awareness of parents with children in primary school. Data analysis revealed that STEM parent awareness did not differ according to the children’s education levels but the parents’ and the children’s STEM education status. To raise awareness, the authors recommend organizing training activities, courses, and workshops for families and increasing STEM studies in out-of-school activities.
The study aims to examine the educational strategies used for gifted children in pre-schools and to reveal the current situation in Turkey and other countries. Gifted children, have specific developmental (social, cognitive, physical and personality) properties, differentiate from their peers regarding their experiences and learning. Due to their properties and potential, they need comprehensive educational programs. It is known that gifted children have specific and different educational approaches and models. But unfortunately, the educational practices regarding gifted children is limited in preschool period. Scanning model is used to document the articles and graduate thesis between 2010 to 2017 years, in terms of educational strategies used for gifted children in preschool period, 11 studies are documented and examined. According to the findings, the studies from different countries (
This study, which aims to determine the validity and reliability of the "Visual Spatial Reasoning Skills Test for 5-8 Years Old Children", was conducted with a general survey model. In the 2018-2019 academic year, 459 children between 5-8 ages, are the sample. "Personal Information Form" "Individual Registration Form" and "Visual Spatial Reasoning Skills Test for 5-8 Years Old Children" were used as data collection tools. For developing the test, first of all the literature reviewed regarding the learning and development theories, early childhood education approaches, developmental building blocks, and test-like assessment tools were examined. In the light of theoretical knowledge, the test was thought to be structured in two dimensions as internal and external skills, and in four sub-dimensions as internal static, internal dynamic, external static and external dynamic skills. Subsequently, the content validity was tested. In this context, 7 experts opinions were obtained, the item index was calculated for each item, and items meeting the 0.80 criterion were included in the candidate test. Confirmatory Factor Analysis was applied for the entire test, two dimensions and four sub-dimensions to test the suitability of the existing test structure. The test was finalized by taking p values and fit indices into account as a result of CFA. In determining the reliability of the test, KR-20 value was found to be 0,81. As a result, "Visual Spatial Reasoning Skills Test for 5-8 Years Old Children" was found valid and reliable.
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