Okul Öncesi Öğretmenlerinin Bilim Defterlerine İlişkin Görüşlerinin İncelenmesi

Abstract

-Science journals are effective tools for supporting preschool children's learning and their science process skills. To that end, science journals can be described as a form of documentation providing opportunities for children to express their own ideas about the class discussions and phenomena they observed during inquirybased science events. The present study aims to reveal the opinions of teachers on science journals and determine their overall approach. This research is a qualitative study investigating the opinions of preschool teachers on science journals. The study group is consisted of 58 preschool teachers (57 females, 1 male) working at preschools/nursery classes from various regions across the country. Unstructured interview form, "Opinions of Preschool Teachers on Science Journals", prepared by the researchers was used as a data collection instrument.The present study employed the descriptive analysis technique, a qualitative research method, for the analysis of data collected. According to the results of the study, 29.3% of the preschool teachers presented their opinions on science journals as notebooks encouraging children's curiosity, 20.7% as infomercial notebooks, while 19% had no knowledge of science journals.

Sinif Öğretmeni̇ Adaylarinin Araştirma Sorgulamaya Dayali Fen Öğreti̇mi̇nde Bi̇li̇m Defteri̇ Kullanimi Hakkindaki̇ Görüşleri̇

“…The findings show that most of the preservice elementary teachers expressed that the use of science notebooks contributed to their learning, and they found it valuable in terms of retention, remembering, and enabling students to gain investigation and science reporting skills. Uysal et al (2016) also found that preschool teachers thought that science notebooks could provide long-lasting learning through recording and storing information. In addition, Çalışkan (2014) stated that science notebook implementation is a model that enables long-lasting learning and retention.…”