Investigation of Including Science Education in The Activity Plans Implemented by A Preschool Teacher in The Educational Period

Esra Doğanay Koç

Article Details

Investigation of Including Science Education in The Activity Plans Implemented by A Preschool Teacher in The Educational Period

Authors:

Esra Doğanay Koç

Publisher:

Dokuz Eylul University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.758-774

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001292385

pISSN:

2602-2850

Keywords:

Abstract:

 In preschool period, teachers effective inclusion of science education in their daily activities provides positive support to many areas such as childrens scientific process skills, problem solving skills, attitudes and motivation. In this study, it was aimed to examine the status of a preschool teachers inclusion of science education in the activity plans implemented during the academic year. The research was conducted using document analysis method, one of the descriptive research models. The research data were collected through the Science Activity Evaluation List from the activity plans implemented by a preschool teacher for one year. According to the results of the study; the preschool teachers inclusion of science education in the activity plans she implemented during the academic year was very low, she did not include achievements and indicators and science standard areas in a balanced way, although she used different methods and techniques, she used the narrative technique too much, and the subject of providing children with new scientific vocabulary was given very little space, Although the teacher paid attention to the scientific content of the activities, it was observed that this was not sufficient, that she focused too much on in-class applications, that although she included science process skills in general, some skills were missing, that the rate of family participation was very low, and that she did not pay attention to the inclusion of problem solving skills in the activities. Suggestions are given in the light of the research results.

 In preschool period, teachers effective inclusion of science education in their daily activities provides positive support to many areas such as childrens scientific process skills, problem solving skills, attitudes and motivation. In this study, it was aimed to examine the status of a preschool teachers inclusion of science education in the activity plans implemented during the academic year. The research was conducted using document analysis method, one of the descriptive research models. The research data were collected through the Science Activity Evaluation List from the activity plans implemented by a preschool teacher for one year. According to the results of the study; the preschool teachers inclusion of science education in the activity plans she implemented during the academic year was very low, she did not include achievements and indicators and science standard areas in a balanced way, although she used different methods and techniques, she used the narrative technique too much, and the subject of providing children with new scientific vocabulary was given very little space, Although the teacher paid attention to the scientific content of the activities, it was observed that this was not sufficient, that she focused too much on in-class applications, that although she included science process skills in general, some skills were missing, that the rate of family participation was very low, and that she did not pay attention to the inclusion of problem solving skills in the activities. Suggestions are given in the light of the research results.

 In preschool period, teachers effective inclusion of science education in their daily activities provides positive support to many areas such as childrens scientific process skills, problem solving skills, attitudes and motivation. In this study, it was aimed to examine the status of a preschool teachers inclusion of science education in the activity plans implemented during the academic year. The research was conducted using document analysis method, one of the descriptive research models. The research data were collected through the Science Activity Evaluation List from the activity plans implemented by a preschool teacher for one year. According to the results of the study; the preschool teachers inclusion of science education in the activity plans she implemented during the academic year was very low, she did not include achievements and indicators and science standard areas in a balanced way, although she used different methods and techniques, she used the narrative technique too much, and the subject of providing children with new scientific vocabulary was given very little space, Although the teacher paid attention to the scientific content of the activities, it was observed that this was not sufficient, that she focused too much on in-class applications, that although she included science process skills in general, some skills were missing, that the rate of family participation was very low, and that she did not pay attention to the inclusion of problem solving skills in the activities. Suggestions are given in the light of the research results.

 Okul öncesi dönemde öğretmenlerin günlük uyguladığı etkinliklerde etkili bir şekilde fen-bilim eğitimine yer verme durumları çocukların bilimsel süreç becerileri, problem çözme becerileri, tutum ve motivasyonları gibi birçok alana olumlu destek olmaktadır. Bu araştırmada, bir okul öncesi öğretmeninin eğitim-öğretim dönemi içerisinde uyguladığı etkinlik planlarında fen-bilim eğitimine yer verme durumunu incelemek amaçlanmıştır. Araştırma betimsel araştırma modellerinden doküman analizi yöntemi kullanılarak gerçekleştirilmiştir. Araştırma verileri bir okul öncesi öğretmeninin bir yıl boyunca uygulamış olduğu etkinlik planlarından Fen Etkinliği Değerlendirme Listesi aracılığıyla toplanmıştır. Araştırmanın sonuçlarına göre; okul öncesi öğretmeninin eğitim-öğretim dönemi içerisinde uyguladığı etkinlik planlarında fen-bilim eğitimine yer verme durumunun çok düşük olduğu, kazanım ve göstergelere ve fen standart alanlarına dengeli bir şekilde yer vermediği, farklı yöntem ve teknikler kullanmış olsa da anlatım tekniğine çok fazla yer verdiği, çocuklara yeni bilimsel sözcük kazandırma konusuna çok az yer verildiği, uygulamalarda çoğunlukla bilimsel içeriğe dikkat etmiş olsa da bunun yeterli olmadığı, sınıf içi uygulamalara çok fazla ağırlık verdiği, genel olarak bilimsel süreç becerilerine yer vermiş olsa da bazı becerilerin eksik kaldığı, aile katılım oranının çok düşük olduğu ve etkinliklerde problem çözme becerilerine yer verme durumuna dikkat edilmediği görülmüştür. Araştırma sonuçları ışığında önerilere yer verilmiştir.

Article Details

Investigation of Including Science Education in The Activity Plans Implemented by A Preschool Teacher in The Educational Period

Authors:

Esra Doğanay Koç

Publisher:

Dokuz Eylul University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.758-774

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001292385

pISSN:

2602-2850

preschool education

activity plan

science educationokul öncesi eğitim

etkinlik planı

fen-bilim eğitimi

Issues

Article Details

Investigation of Including Science Education in The Activity Plans Implemented by A Preschool Teacher in The Educational Period

Authors: Esra Doğanay Koç

Publisher: Dokuz Eylul University

Main Topics: Eğitim Üzerine Çalışmalar

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.758-774

Document Type: Article

Publication Date: 6/2023

Document Language: Turkish

Document ID (Org No.): 2001292385

pISSN: 2602-2850

preschool education

activity plan

science educationokul öncesi eğitim

etkinlik planı

fen-bilim eğitimi

Issues

Authors:

Esra Doğanay Koç

Publisher:

Dokuz Eylul University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.758-774

Document Type:

Article

Publication Date:

6/2023

Document Language:

Turkish

Document ID (Org No.):

2001292385

pISSN:

2602-2850