Okul Öncesi Öğretmenlerinin Sınıf İçi Fen Uygulamalarına Yönelik Tutumu Ve Uygulama Analizi

Polat, Sinan; Zengin, Raşit; Elmali, Filiz

doi:10.33907/turkjes.771896

Cited by 2 publications

(3 citation statements)

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“…In the sub-theme "For organising the environment", it was determined that teachers used the science centre and sensory centre as science activities (Childinitiated open-ended science learning experiences). Similar to the results of this study, in other studies, preschool teachers stated that they mostly conducted experiments, observations and nature study activities (Akcanca et al, 2017;Polat et al, 2021;Simsar et al, 2017). The results of the studies and the results of this study show that observation, investigation and experimentation activities are frequently preferred by teachers within the scope of science studies in preschool period.…”

Section: Discussionsupporting

confidence: 86%

“…Teachers' lack of self-confidence and knowledge about science (Gerde et al, 2018;Park et al, 2017), their inability to allocate enough time for science activities (Greenfield et al 2009, Park et al, 2017, and their inability to use materials effectively (Tu, 2006) have been shown among the factors that hinder science education. Similarly, in studies conducted in Turkey, it has been reported that preschool teachers do not use different methods, techniques and materials (Karamustafaoğlu & Kandaz, 2006;Yıldız & Tükel, 2018), have difficulties in providing suitable materials (Babaroğlu & Okur Metwalley, 2018;Ültay et al, 2018); they do not have the necessary competencies related to science (Aslan et al, 2015;Karaer & Kösterelioğlu, 2005), they do not make children active in experimental activities (Polat et al, 2021), and they do not provide children with problem-solving opportunities (Gündüz & Akduman, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Science learning needs of preschool children and science activities carried out by teachers

Yıldız Taşdemir,

Güler Yıldız

2024

tused

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The study aimed to investigate preschool children's learning needs related to science and their teachers' science activity practices. A basic qualitative research design was applied. Interviews were conducted with 15 preschool teachers and 48 children living in Ankara and subjected to content analysis. It was found that teachers mostly carried out activities and science experiments to support sense development and observation skills, used science and sensory centres and mostly preferred natural objects and living things. However, it was found that about half of the teachers considered themselves inadequate in science activities. Teachers stated that children need science activities that they can experience on their own, that take place outdoors and that are appropriate for their age, development and interests. They also stated that children need learning experiences that will improve their sensory development, observation and questioning skills. It was found that children mostly wanted to get to know scientists, learn how tools and equipment work, and conduct experiments. As a result of the research, it was revealed that teachers were aware of the importance of developing children's skills and reflected this in practice, but they could not identify the topics that children were interested in very well.Like many other concepts that children have, concepts related to science begin to form in the preschool period (Lind, 1998). Science education in preschool period is all the activities that children experience by using their senses (Uyanık Balat & Arslan Çiftçi, 2019). The fact that science is sometimes difficult to understand even by adults does not mean that scientific concepts and actions are beyond the capacity of children. Research shows that children can think about scientific concepts, and children who encounter scientific concepts at an early age are more successful in science education in their future learning (Eshach & Fried, 2005). It is of critical importance to provide children with quality science education experiences in order to develop a solid scientific foundation by developing children's research and observation skills in the preschool period (Bahar & Aksüt, 2020). Engaging in scientific activities in the preschool period supports children's readiness for the study of science and builds a foundation for future scientific understanding. Studies have shown that quality practices related to science education at an early age have positive effects on children's large muscle and small muscle motor skills, vocabulary, receptive and expressive language development, science process skills, early mathematical skills, concept development, creativity, school readiness, self-efficacy, attitudes towards science, and motivation (

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Science learning needs of preschool children and science activities carried out by teachers

Yıldız Taşdemir,

Güler Yıldız

2024

tused

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“…İlgili literatür incelendiğinde, okul öncesi fen eğitiminde öğretmenlerin tercih ettikleri yöntemlerin başında deneyin geldiği görülmektedir (Akcanca, Aktemur Gürler ve Alkan, 2017;Dağlı, 2014;Dağlı ve Dağlıoğlu, 2020;Günay Bilaloğlu, Aslan, ve Aktaş Arnas, 2008;Kallery ve Psillos, 2002;Karamustafaoğlu ve Kandaz, 2006;Orhan, 2019;Özbek, 2009;Polat, Zengin, ve Elmalı, 2021;Simsar ve Doğan, 2019;Ültay, Ültay, ve Çilingir, 2018;Yıldız ve Tükel, 2018). Öte yandan, öğretmenlerin okul öncesi fen eğitiminde deneyi nasıl kullandıklarına dair bir bulguya ulaşılmamıştır (Yılmaz, Özen-Uyar ve Dikici-Sığırtmaç, 2020).…”

Section: Introductionunclassified

Preschool Teachers’ Views and Practices Regarding the Experiment Method

AĞAÇKIRAN

Aslan

2023

Trakya Eğitim Dergisi

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Bu araştırma, okul öncesi öğretmenlerinin fen eğitiminde deney yöntemine ilişkin görüş ve uygulamalarını belirlemek amacıyla gerçekleştirilmiştir. Nitel araştırma yöntemlerinden durum çalışmasının kullanıldığı araştırmanın katılımcıları ölçüt örnekleme yöntemiyle seçilmiştir. ‘’Okul Öncesi Öğretmenlerinin Fen Eğitimi Öz-Yeterlik İnancı Ölçeği’nin’' uygulandığı 172 öğretmen arasından en yüksek ve en düşük puanı alan üçer öğretmen olmak üzere altı öğretmen katılımcı olarak belirlenmiştir. Araştırma sürecinde katılımcıların sınıflarında gerçekleştirdikleri deney etkinlileri gözlemlenmiş ve sonrasında da deney yöntemine ilişkin görüş ve uygulamalarına yönelik bireysel görüşmeler gerçekleştirilmiştir. Elde edilen veriler, içerik analizi yöntemi kullanılarak çözümlenmiştir. Araştırma sonucunda, fen öz-yeterlik inancı yüksek olan öğretmenlerin çocuklara daha fazla açık uçlu sorular sordukları ve çocukları sürece daha fazla dâhil ettikleri belirlenmiştir. Bununla birlikte, yüksek fen öz-yeterlik inancı gösteren öğretmenler ile düşük fen öz-yeterlik gösteren öğretmenlerin deney yönteminin avantajları ile çocuk ve öğretmenin rolü konusundaki görüşleri ve deney yönteminde ele aldıkları kavramların benzerlik gösterdiği, ancak uygulamada farklılıklar olduğu belirlenmiştir. Yapılış amacına göre, öğretmenlerin tamamının etkinliklerinde kapalı uçlu deneylere yer verdikleri saptanmıştır. Yapılış şekline göre ise, fen öz-yeterlik inancı yüksek olan öğretmenlerin bireysel deneyleri, fen öz yeterlik inancı düşük olan öğretmenlerin ise gösteri deneylerini tercih ettikleri belirlenmiştir.

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Okul Öncesi Öğretmenlerinin Sınıf İçi Fen Uygulamalarına Yönelik Tutumu Ve Uygulama Analizi

Cited by 2 publications

References 10 publications

Science learning needs of preschool children and science activities carried out by teachers

Science learning needs of preschool children and science activities carried out by teachers

Preschool Teachers’ Views and Practices Regarding the Experiment Method

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