Okul Öncesi Öğretmenlerinin Fen Eğitiminin İçeriği ve Standartlarına İlişkin Görüşlerinin İncelenmesi

Abstract

Bu çalışma ilk yazarın yüksek lisans tezinden üretilmiştir. OPUS *Bu çalışma ilk yazarın yüksek lisans tezinden üretilmiştir. OPUS AbstractIn this study, teacher opinions on the content of science education at pre-school educational institutions are aimed to be analyzed. In addition to this, the current situation with regard to the applications of science education at pre-school level has been attempted to be identified. Target population of the study consisted of 150 teachers who worked with 36 to 72-month children at the primary school preschool classes and kindergartens affiliated to the Ministry of National Education and the day care centers affiliated to T. C. Minister of Family, Labour and Social Services, in Sivas province. The research has been carried out using case study design, one of the qualitative research method. A 'Teacher Opinions Interview Form on the Content of Pre-School Science Education' has been developed the purpose of the research. Content analysis performed by researcher, descriptive statistics were produced for the data and the frequency and percent values of matters were calculated. In conclusion %78.9 of teachers expressed positive opinion and %7.5 reported negative opinion about science standards. In line with the data obtained from the research, teachers who expressed positive opinions, it is considered that involvement of 'content standards for science education' in the curriculum would assist teachers in leading science activities, enable planning classroom activities appropriate for the age and development characteristics of children and create learning experiences for children on different subjects/concepts, by ensuring gradual improvement of science education. The results showed that teachers who expressed negative opinions have some worries about education programme, practicing, classroom environment.

Mathematics in Early Childhood From the Perspectives of Children And Teachers

“…Most of the teachers stated that mathematics is all/indispensable/everything in life, number, logical thinking, and reasoning skills. Dağlı and Dağlıoğlu (2018), in their study to determine children's perceptions towards mathematics, concluded that children mostly recognised numbers, geometry and grouping materials; they did not recognise the materials that included matching, measurement, part-whole relationship and most of the children did not use these materials. Dağlı and Dağlıoğlu (2018) found that children associated mathematics with numbers the most, and de ned it as "studying".…”

“…Teachers' mathematics anxiety affects children's mathematics anxiety or mathematics achievement (Beilock et al, 2010). They stated that the experiences offered to children and conversations with children are effective in children's views on mathematics, that their perceptions of mathematics are mostly gained from social experiences, and that as a result, children have negative perceptions of mathematics from a very young age (Dağlı and Dağlıoğlu, 2018). Considering that children do not yet have mathematics anxiety at an early age, it is necessary to emphasise the importance of the preschool period and the importance of educators' thoughts and perceptions in order to prevent children from having mathematics anxiety in their future lives.…”

“…In the national literature, it has been reported that pre-service teachers in different branches (Büyükkarcı, 2023;Güner, 2013;Güveli et al, 2011;Kuzu et al, 2018;Şahin, 2013;Tarim et al, 2017); pre-service preschool teachers (Çelik, 2021;Keleş et al, 2016;Yenigün et al, 2019); and parents' (Ergel & Aydoğan, 2021;Öçal, 2019;Toptaş & Gözel, 2018) perceptions or opinions about the concept of mathematics. Few studies have examined preschool teachers' perceptions or attitudes towards mathematics (Aksoy, 2020;Tarım & Bulut, 2006) and preschool children's views and perceptions of mathematics (Dağlı & Dağlıoğlu, 2018). Similarly, there are a limited number of studies in the international literature that examine early childhood educators' perspectives or perceptions of mathematics (Johnston & Bull, 2022;Thiel, 2010).…”

Okul Öncesi̇ Eği̇ti̇m Etki̇nli̇k Ki̇tabinin Yeni̇lenmi̇ş Bloom Taksonomi̇si̇’ne Göre İncelenmesi̇

“…Kazanımların hatırlama, anlama, uygulama ve analiz basamaklarına dengeli olarak dağıldığı ve bu 4 basamakta kullanılan kazanımların toplam kazanımların %91,7' sini oluşturduğu görülmektedir. Yapılan çalışmalar öğretmenlerin fen etkinliklerinde en fazla deneye yer verdiklerini ve aynı zamanda anlatım tekniğini çok fazla kullandığını ortaya koymaktadır (Dağlı & Dağlıoğlu, 2020;Ültay, Ültay & Çilingir, 2018). Okul öncesi sınıflarına yönelik hazırlanan hazır planların incelenmesi sonucunda da en fazla deney yer verildiği bulunmuştur (Alabay & Yağan Güder, 2015).…”

Okul Öncesi̇ Öğretmenleri̇ni̇n Fen Eği̇ti̇mi̇nde Kullanilan Yöntem Ve Tekni̇klere İli̇şki̇n Görüş Ve Yeterli̇kleri̇ni̇n İncelenmesi̇

“…Gözlem ve deneyime dayanan, çocuklara gerçek yaşam deneyimleri sunan, onların bütün duyularına hitap eden ve farklı öğrenme yaklaşımları ile desteklenen proje yaklaşımları ile çocukların kavramsal gelişimlerine önemli katkılar sağlamaktadır (Yalçın ve Tekbıyık, 2013). Alan yazın incelendiğinde okul öncesi öğretmenlerinin fen eğitimine yönelik tutumları, fen etkinlikleri hakkındaki görüşleri, fen etkinliklerinde kullanılan yöntemler, öğretmenlerin fen konularında yapmış oldukları uygulamalar ve fen eğitiminin içeriği konusunda öğretmen görüşlerinin incelendiği görülmektedir (Babaroğlu ve Okur Metwalley, 2018;Dağlı ve Dağlıoğlu, 2020;Elmas ve Kanmaz, 2015;Karamustafaoğlu ve Kandaz, 2006;Okur Akçay, 2014;Sağlam ve Aral, 2015;Ültay, Ültay ve Çilingir, 2018). Bu çalışma, okul öncesi öğretmenlerinin hem yeterlikleri hem de fen eğitiminde kullanılan yöntem ve tekniklere yönelik görüşlerini ele alan bir araştırma sağlaması açısından önem taşımaktadır.…”