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Çocukların okul dışı fen öğrenmeleri: Aile desteği

Yıl 2020, Cilt: 9 Sayı: 1, 46 - 63, 31.01.2020
https://doi.org/10.19128/turje.613091

Öz

Bu çalışmada (a) basit fen materyallerinin çocukların ev ortamında bulunup bulunmadığı, (b) ailelerin çocuklarıyla birlikte informal fen etkinliklerine katılım sıklığı, (c) temel fen konularını öğrenmeleri için ailelerin çocuklarına sundukları fırsatların düzeyi ve (d) çocukların öğretim düzeyinin ailelerin fen öğrenmeleri için çocuklarına sağladıkları destek üzerindeki etkisi araştırılmıştır. Bu kesitsel tarama çalışmasında veriler, Türkiye’nin kuzey bölgesindeki bir ilde yaşayan 735 veliden toplanmıştır. Bulgular çocukların çoğunluğunun ev ortamında temel fen materyallerine sahip olmadıklarını göstermiştir. Özellikle bilim gezilerine katılmaya ilişkin olarak ailelerin çocuklarını destekleme düzeyi düşük bulunmuştur. Ailelerin çocuklarını en çok sağlık, güvenlik ve beslenme konularını öğrenmeleri için destekledikleri belirlenmiştir. MANOVA sonuçları, okul öncesi ve ilkokul çocuklarının ailelerine kıyasla ortaokul çocuklarının ailelerinin doğa ve bilim etkinlikleri yapma boyutunda çocuklarını önemli ölçüde daha düşük düzeyde desteklediklerini ortaya koymuştur. Ayrıca, okul öncesi çocukları ile karşılaştırıldıklarında ortaokul çocuklarının madde, enerji ve canlılar ile ilgili fen konularını öğrenmeleri için aileleri tarafından daha düşük düzeyde desteklendikleri saptanmıştır. İlkokul ve ortaokul çocuğu olan ailelere kıyasla okul öncesi çocuğu olan ailelerin gökyüzü ile ilgili fen konularını öğrenmelerine yönelik çocuklarına daha çok fırsat sundukları tespit edilmiştir.

Kaynakça

  • Aksu, F. F., & Karaçöp, A. (2015). Ev temelli fen öğrenme etkinliklerine aile katılımının bazı değişkenler açısından incelenmesi An investigation of the parental involvement in home-based science learning activities in terms of some variables. Bayburt Eğitim Fakültesi Dergisi, 10(1), 154-179.
  • Alexander, J. M., Johnson, K. E., & Kelley, K. (2012). Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96(5), 763-786. DOI: 10.1002/sce.21018
  • Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. DOI: 10.1016/j.edurev.2018.02.001
  • Bronfenbrenner, U. (1994). Ecological models of human development. Retrieved from http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf
  • Campbell, J. R., & Verna, M. A. (2007). Effective parental influence: Academic home climate linked to children’s achievement. Educational Research and Evaluation, 13(6), 501-519. DOI: 10.1080/13803610701785949
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Coll, S. D., & Coll, R. K. (2018). Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century. Research in Science and Technological Education, 36(2), 185-204. DOI: 10.1080/02635143.2017.1393658
  • Crowley, K., & Callanan, M. (1998). Describing and supporting collaborative scientific thinking in parent-child interactions. Journal of Museum Education, 23(1), 12–17. DOI: 10.1080/10598650.1998.11510365
  • Çağdaş, A., Özel, E., & Konca, A. S. (2016). İlkokul başlangıcında velilerin aile katılım düzeylerinin incelenmesi [Investigating parental involvement at beginning of elementary school]. Journal of Theory and Practice in Education, 12(4), 891-908.
  • Çelenk, S. (2003). Okul başarısının ön koşulu: Okul aile dayanışması [The Prerequisite for school success: Home-school cooperation]. İlköğretim Online, 2(2), 28-34.
  • Dabney, K. P., Chakraverty, D., & Tai, R. H. (2013). The association of family influence and initial interest in science. Science Education, 97(3), 395-409. DOI: 10.1002/sce.21060
  • De Lurdes Cardoso, M. (2002). Studies of Portuguese and British primary pupils learning science through simple activities in the home. International Journal of Science Education, 24(1), 47-60. DOI: 10.1080/09500690110049079
  • Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. (Research Report No. RR433). Retrieved from https://www.nationalnumeracy.org.uk/sites/default/files/the_impact_ of_parental_involvement.pdf
  • Dierking, L. D., & Falk, J. H. (1994). Family behavior and learning in informal science settings: A review of the research. Science Education, 78(1), 57-72. DOI: 10.1002/sce.3730780104
  • Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “informal science education” ad hoc committee. Journal of Research in Science Teaching, 40(2), 108-111. DOI: 10.1002/tea.10066
  • Dou, R., Hazari, Z., Dabney, K., Sonnert, G., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103(3), 623-637. DOI: 10.1002/sce.21499
  • Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences, 26(4), 608-642. DOI: 10.1080/10508406.2017.1308867
  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294. DOI: 10.1086/461449
  • Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81-96. DOI: 10.1177/003172171009200326
  • Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305. DOI: 10.1086/461656
  • Epstein, J. L., & Salinas, K. C. (2004). Partnering with families and communities. Educational Leadership, 61(8), 12-19.
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri [Teachers’ and school administrators’ views of parent involvement in education process]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 16(3), 399-431.
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  • Fenichel, M., & Schweingruber, H. A. (2010). Surrounded by science: Learning science in informal environments. Washington, DC: The National Research Council of National Academies Press.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
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  • Gelmez-Burakgazi, S., & Yildirim, A. (2014). Accessing science through media: Uses and gratifications among fourth and fifth graders for science learning. Science Communication, 36(2), 168-193. DOI: 10.1177/1075547013505847
  • Gerber, B. L., Cavallo, A. M., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535-549. DOI: 10.1080/09500690116971
  • Gerber, B. L., Marek, E. A., & Cavallo, A. M. (2001). Development of an informal learning opportunities assay. International Journal of Science Education, 23(6), 569-583. DOI: 10.1080/09500690116959
  • Gonzalez, L. M., Borders, L. D., Hines, E. M., Villalba, J. A., & Henderson, A. (2013). Parental involvement in children's education: Considerations for school counselors working with Latino immigrant families. Professional School Counseling, 16(3), 185-193. DOI: 10.1177/2156759X1701600303
  • Goto, T., Nakanishi, K., & Kano, K. (2018). A large-scale longitudinal survey of participation in scientific events with a focus on students’ learning motivation for science: Antecedents and consequences. Learning and Individual Differences, 61, 181-187. DOI: 10.1016/j.lindif.2017.12.005
  • Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532-544. DOI: 10.1037/0022-0663.99.3.532
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Children’s science learning outside school: Parental support

Yıl 2020, Cilt: 9 Sayı: 1, 46 - 63, 31.01.2020
https://doi.org/10.19128/turje.613091

Öz

This study examined (a) the availability of basic science materials in children’s home environment, (b) the frequency of parents’ involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children’s science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children’s learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.

Kaynakça

  • Aksu, F. F., & Karaçöp, A. (2015). Ev temelli fen öğrenme etkinliklerine aile katılımının bazı değişkenler açısından incelenmesi An investigation of the parental involvement in home-based science learning activities in terms of some variables. Bayburt Eğitim Fakültesi Dergisi, 10(1), 154-179.
  • Alexander, J. M., Johnson, K. E., & Kelley, K. (2012). Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96(5), 763-786. DOI: 10.1002/sce.21018
  • Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. DOI: 10.1016/j.edurev.2018.02.001
  • Bronfenbrenner, U. (1994). Ecological models of human development. Retrieved from http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf
  • Campbell, J. R., & Verna, M. A. (2007). Effective parental influence: Academic home climate linked to children’s achievement. Educational Research and Evaluation, 13(6), 501-519. DOI: 10.1080/13803610701785949
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Coll, S. D., & Coll, R. K. (2018). Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century. Research in Science and Technological Education, 36(2), 185-204. DOI: 10.1080/02635143.2017.1393658
  • Crowley, K., & Callanan, M. (1998). Describing and supporting collaborative scientific thinking in parent-child interactions. Journal of Museum Education, 23(1), 12–17. DOI: 10.1080/10598650.1998.11510365
  • Çağdaş, A., Özel, E., & Konca, A. S. (2016). İlkokul başlangıcında velilerin aile katılım düzeylerinin incelenmesi [Investigating parental involvement at beginning of elementary school]. Journal of Theory and Practice in Education, 12(4), 891-908.
  • Çelenk, S. (2003). Okul başarısının ön koşulu: Okul aile dayanışması [The Prerequisite for school success: Home-school cooperation]. İlköğretim Online, 2(2), 28-34.
  • Dabney, K. P., Chakraverty, D., & Tai, R. H. (2013). The association of family influence and initial interest in science. Science Education, 97(3), 395-409. DOI: 10.1002/sce.21060
  • De Lurdes Cardoso, M. (2002). Studies of Portuguese and British primary pupils learning science through simple activities in the home. International Journal of Science Education, 24(1), 47-60. DOI: 10.1080/09500690110049079
  • Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. (Research Report No. RR433). Retrieved from https://www.nationalnumeracy.org.uk/sites/default/files/the_impact_ of_parental_involvement.pdf
  • Dierking, L. D., & Falk, J. H. (1994). Family behavior and learning in informal science settings: A review of the research. Science Education, 78(1), 57-72. DOI: 10.1002/sce.3730780104
  • Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “informal science education” ad hoc committee. Journal of Research in Science Teaching, 40(2), 108-111. DOI: 10.1002/tea.10066
  • Dou, R., Hazari, Z., Dabney, K., Sonnert, G., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103(3), 623-637. DOI: 10.1002/sce.21499
  • Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences, 26(4), 608-642. DOI: 10.1080/10508406.2017.1308867
  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294. DOI: 10.1086/461449
  • Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81-96. DOI: 10.1177/003172171009200326
  • Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305. DOI: 10.1086/461656
  • Epstein, J. L., & Salinas, K. C. (2004). Partnering with families and communities. Educational Leadership, 61(8), 12-19.
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri [Teachers’ and school administrators’ views of parent involvement in education process]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 16(3), 399-431.
  • Falk, J. H., & Dierking, L. D. (2010). The 95 percent solution. American Scientist, 98(6), 486-493.
  • Fenichel, M., & Schweingruber, H. A. (2010). Surrounded by science: Learning science in informal environments. Washington, DC: The National Research Council of National Academies Press.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
  • Fleer, M. (1996). Fusing the boundaries between home and child care to support children’s scientific learning. Research in Science Education, 26(2), 143-154. DOI: 10.1007/BF02356428
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill Education.
  • Fraser, B. J., & Kahle, J. B. (2007). Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data. International Journal of Science Education, 29(15), 1891-1909. DOI: 10.1080/09500690601167178
  • Gelmez-Burakgazi, S., & Yildirim, A. (2014). Accessing science through media: Uses and gratifications among fourth and fifth graders for science learning. Science Communication, 36(2), 168-193. DOI: 10.1177/1075547013505847
  • Gerber, B. L., Cavallo, A. M., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535-549. DOI: 10.1080/09500690116971
  • Gerber, B. L., Marek, E. A., & Cavallo, A. M. (2001). Development of an informal learning opportunities assay. International Journal of Science Education, 23(6), 569-583. DOI: 10.1080/09500690116959
  • Gonzalez, L. M., Borders, L. D., Hines, E. M., Villalba, J. A., & Henderson, A. (2013). Parental involvement in children's education: Considerations for school counselors working with Latino immigrant families. Professional School Counseling, 16(3), 185-193. DOI: 10.1177/2156759X1701600303
  • Goto, T., Nakanishi, K., & Kano, K. (2018). A large-scale longitudinal survey of participation in scientific events with a focus on students’ learning motivation for science: Antecedents and consequences. Learning and Individual Differences, 61, 181-187. DOI: 10.1016/j.lindif.2017.12.005
  • Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532-544. DOI: 10.1037/0022-0663.99.3.532
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children's interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190-196. DOI: 10.1016/j.kjss.2017.05.001
  • Hall, R. L., & Schaverien, L. (2001). Families’ engagement with young children’s science and technology learning at home. Science Education, 85(4), 454-481. DOI: 10.1002/sce.1018
  • Hamlin, D., & Flessa, J. (2018). Parental involvement initiatives: An analysis. Educational Policy, 32(5), 697-727. DOI: 10.1177/0895904816673739
  • Harris, E., & Winterbottom, M. (2018). ‘Why do parrots talk?’ co-investigation as a model for promoting family learning through conversation in a natural history gallery. Journal of Biological Education, 52(1), 89-100. DOI: 10.1080/00219266.2017.1408934
  • Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42. DOI: 10.3102/00346543067001003
  • Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87-112. DOI: 10.1080/03057269608560085
  • Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. DOI: 10.1080/00131911.2010.488049
  • Hurley, K. D., Lambert, M. C., January, S. A. A., & D'Angelo, J. H. (2017). Confirmatory factor analyses comparing parental involvement frameworks with secondary students. Psychology in the Schools, 54(9), 947-964. DOI: 10.1002/pits.22039
  • Jones, L. S. (1997). Opening doors with informal science: Exposure and access for our underserved students. Science Education, 81(6), 663-677.
  • Kasapoğlu, K. (2014). Facilitators and distractors of effective learning: Perceptions of middle school students, teachers and parents (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Kaya, S., & Lundeen, C. (2010). Capturing parents’ individual and institutional interest toward involvement in science education. Journal of Science Teacher Education, 21(7), 825-841. DOI: 10.1007/s10972-009-9173-4
  • Keçeli-Kaysili, B. (2008). Akademik başarının arttırılmasında aile katılımı [Parent involvement to improve academic achievement]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(1), 69-83.
  • Kim, M., & Dopico, E. (2016). Science education through informal education. Cultural Studies of Science Education, 11(2), 439-445. DOI: 10.1007/s11422-014-9639-3
  • Koc, Y., Isiksal, M., & Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, 8(1), 30-39.
  • Korpan, C. A., Bisanz, G. L., Bisanz, J., Boehme, C., & Lynch, M. A. (1997). What did you learn outside of school today? Using structured interviews to document home and community activities related to science and technology. Science Education, 81(6), 651-662.
  • Lee, A. N., & Nie, Y. (2015). The ‘Why’and ‘How’of engaging parents in their children’s science learning in informal contexts: Theoretical perspectives and applications. In M. S. Khine (Ed.), Science Education in East Asia (pp. 93-121). Switzerland: Springer.
  • Leithwood, K., & Patrician, P. (2015). Changing the educational culture of the home to increase student success at school. Societies, 5(3), 664-685. DOI: 10.3390/soc5030664
  • Lin, P. Y., & Schunn, C. D. (2016). The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science. International Journal of Science Education, 38(17), 2551-2572. DOI: 10.1080/09500693.2016.1251631
  • Maarschalk, J. (1988). Scientific literacy and informal science teaching. Journal of Research in Science Teaching, 25(2), 135-146. DOI: 10.1002/tea.3660250205
  • Ministry of National Education (2018). Fen Bilimleri dersi öğretim programı [Science education curriculum].
  • Retrieved from file:///C:/Users/Casper/Downloads/201812312311937FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • National Research Council (2012). A framework for k-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C, USA: The National Academies Press.
  • Olgan, R. (2015). Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942. DOI: 10.1080/03004430.2014.967689
  • Oswald, D. P., Zaidi, H. B., Cheatham, D. S., & Brody, K. G. D. (2018). Correlates of parent involvement in students’ learning: Examination of a national data set. Journal of Child and Family Studies, 27(1), 316-323. DOI: 10.1007/s10826-017-0876-4
  • Özeke-Kocabaş, E. (2006). Eğitim sürecinde aile katılımı: Dünyada ve Türkiye’deki çalışmalar [Parent involvement in education: Studies in Turkey and in the world]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(26), 143-153.
  • Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184. DOI: 10.1080/00461520.2011.587723
  • Rosenthal, S. (2018). Motivations to seek science videos on YouTube: free-choice learning in a connected society. International Journal of Science Education, 8(1), 22-39. DOI: 10.1080/21548455.2017.1371357
  • Ruxton, G. D., & Beauchamp, G. (2008). Time for some a priori thinking about post hoc testing. Behavioral Ecology, 19(3), 690-693. DOI: 10.1093/beheco/arn020
  • Saçkes, M. (2014). How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research Journal, 22(2), 169-184. DOI: 10.1080/1350293X.2012.704305
  • Salmi, H., Thuneberg, H., & Vainikainen, M. P. (2017). Making the invisible observable by Augmented Reality in informal science education context. International Journal of Science Education, Part B, 7(3), 253-268. DOI: 10.1080/21548455.2016.1254358
  • Saraç, H. (2017). Türkiye’de okul dışı öğrenme ortamlarına ilişkin yapılan araştırmalar: İçerik analizi çalışması [Researches related to outdoor learning environments in Turkey: Content analysis study]. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 60-81.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Sha, L., Schunn, C., Bathgate, M., & Ben-Eliyahu, A. (2016). Families support their children's success in science learning by influencing interest and self-efficacy. Journal of Research in Science Teaching, 53(3), 450-472. DOI: 10.1002/tea.21251
  • Sun, D., & Looi, C-K. (2018). Boundary interaction: Towards developing a mobile technology‐enabled science curriculum to integrate learning in the informal spaces. British Journal of Educational Technology, 49(3), 505-515. DOI: 10.1111/bjet.12555
  • Şentürk, E. (2015). Field trips to science centers: Teachers’ perspectives, roles, and reflections (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson.
  • Vandermaas-Peeler, M., Mischka, M., & Sands, K. (2019). “What do you notice?” Parent guidance of preschoolers’ inquiry in activities at home. Early Child Development and Care, 189(2), 220-232. DOI: 10.1080/03004430.2017.1310724
  • Walker, J. M., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106(2), 85-104. DOI: 10.1086/499193
  • Worth, K. (2010). Science in early childhood classrooms: Content and process. Retrieved from http://ecrp.uiuc.edu/ beyond/seed/worth.html.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Rahime Çobanoğlu 0000-0003-4662-8920

Gülfem Dilek Yurttaş Kumlu 0000-0003-4741-2654

Yayımlanma Tarihi 31 Ocak 2020
Kabul Tarihi 9 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 9 Sayı: 1

Kaynak Göster

APA Çobanoğlu, R., & Yurttaş Kumlu, G. D. (2020). Children’s science learning outside school: Parental support. Turkish Journal of Education, 9(1), 46-63. https://doi.org/10.19128/turje.613091

Turkish Journal of Education is licensed under CC BY-NC 4.0