Science in the Early Years: Building Firm Foundations from Birth to Five

Brunton, Pat; Thornton, Linda

doi:10.4135/9781446203538

Cited by 34 publications

(27 citation statements)

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“…Teachers and pre-service teachers, who think that environmental education is necessary, believe that children who are close to nature at a young age, who gain nature awareness and who participate in nature education will also become young people who love, protect and take responsibility for everything in their future lives. For this reason, it is very important to create a comfortable and convertible education environment that will arouse curiosity in preschool children whose attention is difficult to attract, where children can do research [94,95]. Teachers and pre-service teachers also stated that this education would benefit to children with regard to the "love for nature", "social skills development", "motor skills development", "permanent learning", "development of the sense of responsibility" and "development of self-confidence".…”

Section: Discussionmentioning

confidence: 99%

Opinions of Preschool Teachers and Pre-Service Teachers on Environmental Education and Environmental Awareness for Sustainable Development in the Preschool Period

Türkoğlu¹

2019

Sustainability

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This research is a qualitative study to determine the opinions of preschool teachers and pre-service teachers on environmental education and environmental awareness for sustainable development. The phenomenology approach, which focuses on individuals’ own experiences and the meaning of a phenomenon, was used in this direction. The study group of the research consisted of 68 preschool teachers and 72 pre-service preschool teachers. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. The content analysis technique was used in the analysis of the data obtained from the interview form. According to the research results, it can be said that pre-service teachers have more theoretical knowledge than teachers and teachers have more practical knowledge than pre-service teachers. This can be explained by the fact that the knowledge that pre-service teachers obtain at university is quite new, they spend more limited time with children within the scope of applied courses, teachers communicate much more with children every day and they are more distant from theoretical knowledge. Furthermore, it can be said that teachers and pre-service teachers are sensitive towards environmental problems, interested in environmental education, willing and open to development.

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Section: Discussionmentioning

confidence: 99%

Opinions of Preschool Teachers and Pre-Service Teachers on Environmental Education and Environmental Awareness for Sustainable Development in the Preschool Period

Türkoğlu¹

2019

Sustainability

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“…21 In this study, the adolescents were of the view that wellness required the participation of an individual in a healthy lifestyle. There are so many benefits attributed to living a healthy lifestyle.…”

Section: Discussionmentioning

confidence: 99%

“…It also improves the general quality of life and impacts on the holistic health and well-being of a person. 21 It is valuable to practice healthy living early in life because during adolescence, young people are known to experiment with risky and unhealthy habits, such as smoking of cigarettes and drinking of alcohol. 22 Thus, encouraging young people to establish a healthy lifestyle is advantageous because habits learnt during the adolescence tend to stay for a lifetime.…”

Section: Discussionmentioning

confidence: 99%

Adolescents’ Interpretation of the Concept of Wellness: A Qualitative Study

Ahanonu

Jooste

2016

J Caring Sci

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Introduction: This study sought to explore and describe the interpretation which adolescents ascribe to the term wellness at a selected high school in the Western Cape Province of South Africa. Methods: A qualitative research design was utilized. Nine focus-group discussions were conducted among 58 adolescents. Sample was selected purposefully and collected data was analyzed using open coding. Results: Findings reflected adolescents’ interpretations of the term wellness in the realm of holistic well-being transcending the nonexistence of illness or sickness in the body. The interpretations given include: healthy living which embrace eating enough nutritious foods, exercising regularly and being actively involved in physical activities; practicing self-care habits such as personal hygiene and grooming; well-being of the mind (psychological, emotional); having a balanced personality and interpersonal processes; being focused and goal directed and spiritual well-being. Conclusion: It is imperative to consider adolescents’ understandings of wellness when planning, designing, implementing and evaluating adolescent wellness programs.

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“…Birçok bilim insanı toplumda etkin bir üye ve farkındalığı yüksek bir birey yetiştirebilmek için bilim eğitiminin önemli olduğu konusunda anlaşma sağlamasına rağmen, günümüzde bilim eğitiminin içeriğinin tam olarak ne olması gerektiği konusunda bir uzlaşmaya varılamamıştır (Erden ve Sönmez, 2011;Campbell ve Jobling, 2012). Fakat alan yazın incelendiğinde, etkin bir bilim eğitimine erken çocukluk döneminde başlanması gerektiğinin bir gerçek olduğu savunulmaktadır (Aktaş-Arnas, 2002;Ünal ve Akman, 2006;Brunton ve Thornton, 2010;Couchenour ve Chrisman, 2010;Alisinanoğlu, İnan, Özbey ve Uşak, 2012). Bilim eğitiminin içeriğinde tam olarak neler olacağı konusunda bir anlaşmaya varılmasa da, Ulusal Bilim Eğitimi Standatları (National Science Education Standarts) tarafından okul öncesi dönemde çocuğa uygulanacak bilim eğitimindeki içerik standartları belirlenmiştir (National Research Council, 1996;Kuhlthau, Aniotes ve Caspari, 2007;Martin, 2011).…”

Section: Introductionunclassified

Sciencestart T Destekli Bilim Eğitim Programının 60-72 Aylık Çocukların Bilimsel Süreç Becerilerine ve Bilimsel İnanca ve Yönelime Etkisi

Alabay¹,

Doğru²,

Akman³

2018

HUJE

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Bu araştırmanın amacı, ScienceStart!™ destekli bilim eğitim programının çocukların bilimsel süreç becerilerine ve bilimsel inanca ve yönelime etkisinin incelenmesidir. Bu amaç doğrultusunda, 60-72 aylık çocukların öğrenim gördüğü bir bağımsız anaokulu bünyesinde iki şubeden toplam 48 çocuk çalışma grubuna dahil edilmiştir. Nicel araştırma deseninde hazırlanmış olan bu çalışmada, deneysel modellerden "öntest-sontest kontrol gruplu model" seçilmiştir. Araştırmada veri toplama aracı olarak, demografik bilgileri içeren genel bilgi formu, "Bilimsel İnanca Güvenme ve Yönelme Ölçeği" ve "Fen Süreçleri Gözlem Formu" kullanılmıştır. Araştırma sonucunda, deney grubu çocuklarının bilimsel inanca güveni ve yönelimi arttırdığı ve bilimsel süreç becerini pozitif yönde desteklediği sonucuna ulaşılmıştır. Ayrıca deney ve kontrol grubu çocuklarının cinsiyet bağımsız değişkeni ile Fen Süreçleri Gözlem Formu ve Bilimsel İnanca Güvenme ve Yönelme Ölçeği sontest puanları arasında istatistiksel olarak anlamlı bir fark olmadığı sonucuna ulaşılmıştır.

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Science in the Early Years: Building Firm Foundations from Birth to Five

Cited by 34 publications

References 0 publications

Opinions of Preschool Teachers and Pre-Service Teachers on Environmental Education and Environmental Awareness for Sustainable Development in the Preschool Period

Opinions of Preschool Teachers and Pre-Service Teachers on Environmental Education and Environmental Awareness for Sustainable Development in the Preschool Period

Adolescents’ Interpretation of the Concept of Wellness: A Qualitative Study

Sciencestart T Destekli Bilim Eğitim Programının 60-72 Aylık Çocukların Bilimsel Süreç Becerilerine ve Bilimsel İnanca ve Yönelime Etkisi

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