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Thematic Content Analysis for Pre-School Science Education Research Areas in Turkey

Year 2020, Volume 8, Issue 15, 323 - 343, 25.03.2020
https://doi.org/10.18009/jcer.683041

Abstract

The purpose of this research is to examine the various variables in terms of master dissertations, doctoral dissertations, and articles made in the field of science education in pre-school between the years 2014 and 2019 in Turkey. The present study is a qualitative research. In this study, thematic content analysis was used. After the articles deriving from the dissertations were extracted, a total of 129 publications including 14 doctoral dissertations, 38 master dissertations and 77 articles were reached. At the end of the research, it is seen that most of the postgraduate theses were published in Gazi University and the most articles were published in The Journal of International Social Research. When the distribution of the studies according to the aims of the studies is examined, it is seen that determination studies produced the highest effect while the quantitative studies were conducted at most, considering the research methods. While participant groups mostly involved the students, the scale and interviews were preferred as data collection tools. In accordance with these results, suggestions were made to the researchers who would work on this subject.

References

  • Ahi, B. & Kıldan, A. O. (2013). Türkiye'de okul öncesi eğitimi alanında yapılan lisansüstü tezlerin incelenmesi (2002-2011) [Investigation of graduate thesis written in pre-school education in Turkey (2002-2011)]. Mehmet Akif Ersoy University Journal of Education Faculty, 1(27), 23-46.
  • Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267. doi:10.3102/0013189X07306523.
  • Avar, G. & Ilıcan, S. (2018). Okul öncesi fen eğitimi alanında Türkiye’de yapılan lisansüstü tezlerin incelenmesi (2013-2017) [Investigation of pre-school graduate theses held in Turkey in the field of science education ]. Journal of Academic Social Research, 71, 1-16.
  • Bağ, H. & Çalık, M. (2018). İlkokul 4. sınıf düzeyindeki fen eğitimi araştırmalarının tematik içerik analizi [Thematic content analysis of elementary school 4th grade science education research]. Elementary Education Online, 17(3), 1353-1377.
  • Can, Y, M. & Aral, N., (2011). Türkiye’de okul öncesinde drama alanında yapılan lisansüstü tezlerin incelenmesi [Investigation of graduate thesis written in drama in preschool in Turkey]. Mehmet Akif Ersoy University Journal of Education Faculty, 22, 70-90.
  • Cevher-Kalburan, F. N. (2009). Çocuklar için çevresel tutum ölçeği ile yeni ekolojik paradigma ölçeği’nin geçerlik güvenirlik çalışması ve çevre eğitim programının etkisinin incelenmesi [The validity and reliability study of the environmental attitude scale for children and the new ecological paradigm scale and the impact of the environmental education program]. Unpublished Doctoral Thesis. Gazi University Institute of Educational Sciences, Ankara.
  • Çakmak, Ö. (2006). Okul öncesi öğretmen adaylarının fene ve fen öğretimine yönelik tutumları ile bazı fen kavramlarını anlama düzeyleri arasındaki ilişkilerin incelenmesi [Examining the relationship between pre-service teachers' attitudes towards science and science teaching and their understanding of some science concepts]. Unpublished Master Thesis. Abant İzzet Baysal University, Bolu.
  • Çalık, M. & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38.
  • Ertürk-Kara, G. & Aydın-Şengül, Ö. (2016). Türkiye’de okul öncesi dönemde fen eğitimi alanındaki çalışmaların incelenmesi [A review of studies in early childhood science education field in Turkey]. International Journal of Family Child and Education, 8, 62-63.
  • Gülay Ogelman, H., Önder, A., Durkan, N. & Erol, A. (2015). Investigation of the efficiency of “We are learning about the soil with Tipitop and his friends 6” entitled soil education project. International Journal of Social Sciences and Education Research, 1 (2), 476-488.
  • Gülay-Ogelman, H., & Güngör, H. (2015). Türkiye’deki okul öncesi dönem çevre eğitimi çalışmalarının incelenmesi: 2000-2014 yılları arasındaki tezlerin ve makalelerin incelenmesi [Investigating the studies on environmental education in preschool period in turkey: investigating the articles and dissertations between 2000-2014]. Mustafa Kemal University Journal of Social Sciences Institute, 12(32), 180-194.
  • Güneş, G. (2018). Okul öncesi fen ve doğa eğitimi araştırmalarına ilişkin bir tarama çalışması: Türkiye örneği [A survey of science and nature related to preschool education research: The case of Turkey]. Journal of Early Childhood Studies, 2(1), 33-67.
  • Kaytez, N. & Durualp, E., (2014). Türkiye’de okul öncesinde oyun ile ilgili yapılan lisansüstü tezlerin incelenmesi [Investigation of graduate thesis written about the game in pre-school in Turkey]. International Journal of Turkish Educational Sciences, 2, 10-122.
  • Kuhn, T. S. (1962). The structure of scientific revolution. N. Kuyaş (çev.) (2008), 8. Baskı, İstanbul: Kırmızı Yayınları.
  • Ormancı, Ü., Çepni, S., Deveci, İ. & Aydın, Ö. (2015). A thematic review of interactive whiteboard use in science education: Rationales, purposes, methods and general knowledge. Journal Science Education and Technology, 24, 532–548.
  • Özen-Uyar, R. & Ormancı, Ü. (2016). Türkiye'de okul öncesi dönem fen eğitimi araştırmalarında güncel eğilimler: bir tematik analiz çalışması [Current trends in preschool science education research in Turkey: A thematic analysis study]. Pegem Citation Index, 559-584.
  • Özkan, B. (2015). 60-72 aylık çocuklar için bilimsel süreç becerileri ölçeğinin geliştirilmesi ve beyin temelli öğrenmeye dayanan fen programının bilimsel süreç becerilerine etkisi [Development of scientific process skills scale for 60-72 months old children and the effect of science program based on brain-based learning on scientific process skills]. Unpublished Doctoral Thesis. Marmara University, İstanbul.
  • Öztürk, M. (2016). Sorgulama temelli bilim eğitimi programının 60-72 aylık çocukların bilimsel süreç becerileriyle dil ve kavram gelişimlerine etkisi [The effect of interrogation based science education program on language and concept development of 60-72 months old children with scientific process skills]. Unpublished Doctoral Thesis. Hacettepe University, Ankara.
  • Saçkes, M. (2015). Kindergartners' mental models of the day and night cycle: implications for instructional practices in early childhood classrooms. Educational Sciences: Theory and Practice, 15(4), 997-1006.
  • Şahin, F. (2000). Okulöncesinde fen bilgisi öğretimi ve aktivite örnekleri [Science teaching and activity examples in preschool]. İstanbul: Ya-Pa Yayınları.
  • Takaoğlu, Z.B. & Demir, V. (2018). Okul öncesi eğitimde uygulanan fen etkinliklerinin değerlendirilmesi [Evaluation of science activities applied in preschool education. Mediterranean Journal of Educational Research, 12(25), 76-101. doi: 10.29329/mjer.2018.153.5
  • Taşkın, Ö. & Şahin, B. (2008). “Çevre” kavramı ve altı yaş okul öncesi çocuklar [The concept of "environment" and six-year-old preschool children]. Pamukkale University Journal of Education Faculty 23(1), 1-12.
  • Ültay, E. & Can, M. (2015). Okul öncesi öğretmen adaylarının ısı ve sıcaklık konusundaki kavramsal bilgilerinin belirlenmesi [Determination of preschool student teachers’ conceptual knowledge about “heat and temperature”]. Journal of Black Sea Social Sciences, 7(02).
  • Yıldız, F. A. (2018). Okul öncesi eğitimi öğretmen adaylarının ekolojik ayak izlerinin ve çevre eğitim puanlarının incelenmesi [Investigation of pre-school education teacher candidates' ecological footprints and environmental education scores]. Unpublished Master Thesis. Ahi Evran University, Kırşehir.

Thematic Content Analysis for Pre-School Science Education Research Areas in Turkey

Year 2020, Volume 8, Issue 15, 323 - 343, 25.03.2020
https://doi.org/10.18009/jcer.683041

Abstract

The purpose of this research is to examine the various variables in terms of master dissertations, doctoral dissertations, and articles made in the field of science education in pre-school between the years 2014 and 2019 in Turkey. The present study is a qualitative research. In this study, thematic content analysis was used. After the articles deriving from the dissertations were extracted, a total of 129 publications including 14 doctoral dissertations, 38 master dissertations and 77 articles were reached. At the end of the research, it is seen that most of the postgraduate theses were published in Gazi University and the most articles were published in The Journal of International Social Research. When the distribution of the studies according to the aims of the studies is examined, it is seen that determination studies produced the highest effect while the quantitative studies were conducted at most, considering the research methods. While participant groups mostly involved the students, the scale and interviews were preferred as data collection tools. In accordance with these results, suggestions were made to the researchers who would work on this subject.

References

  • Ahi, B. & Kıldan, A. O. (2013). Türkiye'de okul öncesi eğitimi alanında yapılan lisansüstü tezlerin incelenmesi (2002-2011) [Investigation of graduate thesis written in pre-school education in Turkey (2002-2011)]. Mehmet Akif Ersoy University Journal of Education Faculty, 1(27), 23-46.
  • Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267. doi:10.3102/0013189X07306523.
  • Avar, G. & Ilıcan, S. (2018). Okul öncesi fen eğitimi alanında Türkiye’de yapılan lisansüstü tezlerin incelenmesi (2013-2017) [Investigation of pre-school graduate theses held in Turkey in the field of science education ]. Journal of Academic Social Research, 71, 1-16.
  • Bağ, H. & Çalık, M. (2018). İlkokul 4. sınıf düzeyindeki fen eğitimi araştırmalarının tematik içerik analizi [Thematic content analysis of elementary school 4th grade science education research]. Elementary Education Online, 17(3), 1353-1377.
  • Can, Y, M. & Aral, N., (2011). Türkiye’de okul öncesinde drama alanında yapılan lisansüstü tezlerin incelenmesi [Investigation of graduate thesis written in drama in preschool in Turkey]. Mehmet Akif Ersoy University Journal of Education Faculty, 22, 70-90.
  • Cevher-Kalburan, F. N. (2009). Çocuklar için çevresel tutum ölçeği ile yeni ekolojik paradigma ölçeği’nin geçerlik güvenirlik çalışması ve çevre eğitim programının etkisinin incelenmesi [The validity and reliability study of the environmental attitude scale for children and the new ecological paradigm scale and the impact of the environmental education program]. Unpublished Doctoral Thesis. Gazi University Institute of Educational Sciences, Ankara.
  • Çakmak, Ö. (2006). Okul öncesi öğretmen adaylarının fene ve fen öğretimine yönelik tutumları ile bazı fen kavramlarını anlama düzeyleri arasındaki ilişkilerin incelenmesi [Examining the relationship between pre-service teachers' attitudes towards science and science teaching and their understanding of some science concepts]. Unpublished Master Thesis. Abant İzzet Baysal University, Bolu.
  • Çalık, M. & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38.
  • Ertürk-Kara, G. & Aydın-Şengül, Ö. (2016). Türkiye’de okul öncesi dönemde fen eğitimi alanındaki çalışmaların incelenmesi [A review of studies in early childhood science education field in Turkey]. International Journal of Family Child and Education, 8, 62-63.
  • Gülay Ogelman, H., Önder, A., Durkan, N. & Erol, A. (2015). Investigation of the efficiency of “We are learning about the soil with Tipitop and his friends 6” entitled soil education project. International Journal of Social Sciences and Education Research, 1 (2), 476-488.
  • Gülay-Ogelman, H., & Güngör, H. (2015). Türkiye’deki okul öncesi dönem çevre eğitimi çalışmalarının incelenmesi: 2000-2014 yılları arasındaki tezlerin ve makalelerin incelenmesi [Investigating the studies on environmental education in preschool period in turkey: investigating the articles and dissertations between 2000-2014]. Mustafa Kemal University Journal of Social Sciences Institute, 12(32), 180-194.
  • Güneş, G. (2018). Okul öncesi fen ve doğa eğitimi araştırmalarına ilişkin bir tarama çalışması: Türkiye örneği [A survey of science and nature related to preschool education research: The case of Turkey]. Journal of Early Childhood Studies, 2(1), 33-67.
  • Kaytez, N. & Durualp, E., (2014). Türkiye’de okul öncesinde oyun ile ilgili yapılan lisansüstü tezlerin incelenmesi [Investigation of graduate thesis written about the game in pre-school in Turkey]. International Journal of Turkish Educational Sciences, 2, 10-122.
  • Kuhn, T. S. (1962). The structure of scientific revolution. N. Kuyaş (çev.) (2008), 8. Baskı, İstanbul: Kırmızı Yayınları.
  • Ormancı, Ü., Çepni, S., Deveci, İ. & Aydın, Ö. (2015). A thematic review of interactive whiteboard use in science education: Rationales, purposes, methods and general knowledge. Journal Science Education and Technology, 24, 532–548.
  • Özen-Uyar, R. & Ormancı, Ü. (2016). Türkiye'de okul öncesi dönem fen eğitimi araştırmalarında güncel eğilimler: bir tematik analiz çalışması [Current trends in preschool science education research in Turkey: A thematic analysis study]. Pegem Citation Index, 559-584.
  • Özkan, B. (2015). 60-72 aylık çocuklar için bilimsel süreç becerileri ölçeğinin geliştirilmesi ve beyin temelli öğrenmeye dayanan fen programının bilimsel süreç becerilerine etkisi [Development of scientific process skills scale for 60-72 months old children and the effect of science program based on brain-based learning on scientific process skills]. Unpublished Doctoral Thesis. Marmara University, İstanbul.
  • Öztürk, M. (2016). Sorgulama temelli bilim eğitimi programının 60-72 aylık çocukların bilimsel süreç becerileriyle dil ve kavram gelişimlerine etkisi [The effect of interrogation based science education program on language and concept development of 60-72 months old children with scientific process skills]. Unpublished Doctoral Thesis. Hacettepe University, Ankara.
  • Saçkes, M. (2015). Kindergartners' mental models of the day and night cycle: implications for instructional practices in early childhood classrooms. Educational Sciences: Theory and Practice, 15(4), 997-1006.
  • Şahin, F. (2000). Okulöncesinde fen bilgisi öğretimi ve aktivite örnekleri [Science teaching and activity examples in preschool]. İstanbul: Ya-Pa Yayınları.
  • Takaoğlu, Z.B. & Demir, V. (2018). Okul öncesi eğitimde uygulanan fen etkinliklerinin değerlendirilmesi [Evaluation of science activities applied in preschool education. Mediterranean Journal of Educational Research, 12(25), 76-101. doi: 10.29329/mjer.2018.153.5
  • Taşkın, Ö. & Şahin, B. (2008). “Çevre” kavramı ve altı yaş okul öncesi çocuklar [The concept of "environment" and six-year-old preschool children]. Pamukkale University Journal of Education Faculty 23(1), 1-12.
  • Ültay, E. & Can, M. (2015). Okul öncesi öğretmen adaylarının ısı ve sıcaklık konusundaki kavramsal bilgilerinin belirlenmesi [Determination of preschool student teachers’ conceptual knowledge about “heat and temperature”]. Journal of Black Sea Social Sciences, 7(02).
  • Yıldız, F. A. (2018). Okul öncesi eğitimi öğretmen adaylarının ekolojik ayak izlerinin ve çevre eğitim puanlarının incelenmesi [Investigation of pre-school education teacher candidates' ecological footprints and environmental education scores]. Unpublished Master Thesis. Ahi Evran University, Kırşehir.

Details

Primary Language English
Subjects Education and Educational Research
Published Date April
Journal Section Full Length Articles
Authors

Hatice GÜLER (Primary Author)
Giresun University
0000-0001-7811-6642
Türkiye


Erol TAŞ
Ordu University
0000-0003-4077-7351
Türkiye

Publication Date March 25, 2020
Application Date January 31, 2020
Acceptance Date March 22, 2020
Published in Issue Year 2020, Volume 8, Issue 15

Cite

APA Güler, H. & Taş, E. (2020). Thematic Content Analysis for Pre-School Science Education Research Areas in Turkey . Journal of Computer and Education Research , 8 (15) , 323-343 . DOI: 10.18009/jcer.683041

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