Erken Çocuklukta Bilimsel Süreç ile Öz-Düzenleme Becerileri Arasındaki İlişki

Year 2022, Issue: 54, 988 - 1005, 28.12.2022

Ahmet Erol Asiye İvrendi Özge Özcan

https://doi.org/10.53444/deubefd.1099625

Cited By: 1

Abstract

Araştırmada, 4-6 yaş grubu çocukların yürütücü işlev becerilerinin davranışsal olarak gözlemlenebilir hâli olan öz-düzenleme becerileri ile bilimsel süreç becerileri arasındaki ilişkinin incelenmesi amaçlanmaktadır. İlişkisel tarama yöntemiyle yürütülen araştırmanın verileri, öğretmen görüşlerine dayalı öz-düzenleme becerileri ölçeği ve fen süreçleri gözlem formu aracılığıyla elde edilmiştir. Verilerin analizinde Pearson çarpım-moment korelasyon analizi ve çoklu doğrusal regresyon analizi tekniklerinden yararlanılmıştır. Analizlerin sonucunda çocukların öz-düzenleme becerileri ile bilimsel süreç becerileri arasında istatistiksel olarak pozitif yönde orta düzey bir ilişki olduğu saptanmıştır. Bilimsel süreç becerileri toplam puanı, öz-düzenleme becerileri alt boyutlarından engelleyici kontrol, çalışma belleği ve dikkat ile istatistiksel olarak pozitif yönde orta düzeyde bir ilişki göstermektedir. Öz-düzenleme becerileri toplam puanı, bilimsel süreç becerileri alt boyutlarından fen süreçleri kontrol listesi, bilimsel tutumun gözlemsel envanteri ve sorun çözme kontrol listesi alt boyutları ile istatistiksel olarak pozitif yönde orta düzeyde ilişkilidir. Ayrıca, regresyon katsayılarının anlamlılığına ilişkin t puanları incelendiğinde, öz-düzenleme becerileri alt boyutlarından dikkat, engelleyici kontrol, çalışma belleği ve diğer bağımsız değişkenlerin (okul öncesi eğitime devam yılı, anne öğrenim durumu, aile geliri, çocuğun yaşı) bilimsel süreç becerilerinin anlamlı bir yordayıcısı olduğu ortaya çıkmıştır.

Keywords

Erken çocukluk, Öz-düzenleme becerileri, Bilimsel süreç becerileri.

The Relationship between Science Process and Self-Regulation Skills in Early Childhood

Abstract

This study was to investigate the relationship between self-regulation skills, which are observable forms of executive function skills, and science process skills of 4-6-year-old children. The research was carried out with the relational survey method. Data were gathered by using measuring self-regulation skills and science observation form. In analyzing the data Pearson’s product-moment correlation analysis and multiple regression techniques were used. The results revealed that there was a moderately positive correlation between preschool children's self-regulation skills and science process skills. Science process skills total score showed a moderately positive correlation with inhibitory control, working memory, and attention, which are sub-dimensions of self-regulation skills. Self-regulation skills overall score displays a moderately positive correlation with the sub-dimensions of science process checklist, observational inventory of scientific attitude, and problem-solving checklist. In addition, when the t scores regarding the significance of the regression coefficients were examined, it has been revealed that attention, inhibitory control, working memory and other independent variables (year of attendance at pre-school education, educational status of the mother, family income, age of the child), which are sub-dimensions of self-regulation skills, are significant predictors of science process skills.

Keywords

Early childhood, Self-regulation skills, Science process skills.

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