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Keleş, Sadiye; Menevşe, Esra Betül

doi:10.14527/9786053189961.07

Cited by 2 publications

(1 citation statement)

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“…One of the factors that increases the quality of science instruction and improves children's interest and motivation towards science is teachers' practices in education. As a result of studies investigating the effectiveness of education practices related to early science instruction in recent years, it is observed that children's discovery based activities (Hong & Diamond, 2012), inquiry based games, especially use of drama and puppet in activities, based on teacher-child social interaction (Özgül, 2017), use of children's drawings, formal science activities enriched with stories (Yıldız et al, 2019) and open ended questions addressed to children, helped to obtain satisfactory results (Keleş & Menevşe, 2017).…”

Section: Efficient Science Instruction Practices: Theoretical Basismentioning

confidence: 99%

Preschool Teachers’ Science Talks During Picture Storybook Telling

Tarakçı

Keleş

Kölemen

2020

JBSE

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The aim of this research was to analyze preschool teachers’ types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers. Keywords: light concept, science teaching, storytelling, preschool teachers

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Section: Efficient Science Instruction Practices: Theoretical Basismentioning

confidence: 99%