Evaluation of Parents’ Views on An Early Childhood Science Program Including Activities in Out-of-School Learning Environments

Abstract

Young children’s instinctive curiosity is essential in early childhood science education. Efficacious science education is associated with the characteristics of a qualified science program and an effective learning environment. The out-of-school learning environments make it easier to achieve the aims of science education in early childhood with their opportunities and advantages. This single case study aimed to reveal the views of the parents of children aged 60-72 months who participated in an early childhood science program that included science activities in out-of-school learning environments, in the classroom, and at home. The Program, which included parent involvement activities in the classroom, out-of-school learning environments and at home, was implemented for seven weeks. After completing all activities of the Program, the data obtained from the interviews with the parents were analyzed. The findings showed that parents were interested in science and supported their children regarding science subjects, spent time at home on science activities, and visited out-of-school learning environments with their children. It was determined that the out-of-school learning activities of the Program contributed a lot to the child, and the studies of parent involvement at home contributed variously for both the child and the parents. The Program was effective as a whole and parents requested its implementation throughout the school year. Based on these findings, in this research, we discussed the importance of frequently including science activities in out-of-school learning environments and classroom activities in early childhood and the parents’ involvement in the science education process as valuable stakeholders.

Analysis of Classroom Action Research Studies: The Effectiveness of Inquiry Learning Models on Biology Education Undergraduate Students Problem Solving Ability

“…After obtaining the problem formulation, the group agrees to continue at the information search stage or find answers at the next learning stage. Training students to determine the formulation of the problem aims to motivate and empower minds at the beginning of learning, making it easier to carry out learning activities in the next phase (Milanto et al, 2023;Uludağ & Erkan, 2023). Formulating a problem is an attitude toward the ability to express reasonable ideas, ideas, and considerations (Pečiuliauskienė & Kaminskienė, 2022).…”