Research Article
PDF EndNote BibTex Cite

Example of thematic learning in early childhood science education: seed

Year 2022, Volume 10, Issue 3, 399 - 409, 30.09.2022
https://doi.org/10.17478/jegys.1135189

Abstract

The aims of the study are to prepare an instructional design that supports the development of children's basic scientific process skills for the seed theme and to examine the effectiveness of this design and to improve the awareness of preschool children about the concept of seed. In line with the purpose of the research, the changes in children’s prior knowledge about seeds after implementing the activities that address the different skills in the acquisitions and indicators in the preschool curriculum were examined. The research was conducted with 198 preschool children attending a public preschool in the province of Izmir in the 2021-2022 academic year. The children’s ages range from four to six years. During the research process, teachers were firstly given training about seed plants, flowering plants, fruit, seeds, and seed germination by academicians who are experts in the field of biology. The teachers who received this training also carried out eight activities with children about the topics of what the seed is, the importance of the seed, and the benefits of seed preservation. With the aim of determining the children's prior knowledge about seeds, open-ended structured questions developed by the researchers were asked to the children before the activities, and their answers were recorded. The same questions were asked after the activities were completed and the answers were recorded again. This study is a case study, one of the qualitative research methods. One-third of the children’ answers were coded by two independent experts, and then preliminary codes were created. Afterward, all responses were evaluated with these codes. The results of the analysis determined that while the knowledge and awareness of the children about seeds were low at the beginning, this level increased after the study. The study is thought to contribute to teachers and researchers who develop activities on seed awareness and can be an example of how to develop thematic instructional designs science education in the preschool period. 

References

  • Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L., & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433-441. https://doi.org/10.1016/j.chb.2016.03.080
  • Belk, C. & Maier, V.B. (2019). Biology : science for life, Pearson Education, USA.
  • Bevanger, K. (2019). Global Biodiversity Threats and Development Trends, Global Biodiversity Volume 1 Selected Countries in Asia, Edited By T. Pullaiah, Apple Academic Press Inc.
  • Borg, F., Winberg, M., & Vinterek, M. (2017). Children’s learning for a sustainable society: Influences from home and preschool. Education Inquiry, 8(2), 151-172. https://doi.org/10.1080/20004508.2017.1290915
  • Bosse, S., Jacobs, G., & Anderson, T.L. (2009). Science in the (early years): Science in the air. Young Children, 2(3), 10-16. Cho, H. S., Kim, J., & Choi, D. H. (2003). Early childhood teachers’ attitudes toward science teaching: A scale validation study. Educational Research Quarterly, 27(2), 33-42.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches ( 2nd ed.). USA: SAGE.
  • Cunningham, W.P., & Cunningham, M.A. (2018). Environmental science: A global concern. McGrawHill Education, 616p, USA.
  • Dağlı, H. & Dağlıoğlu, H. (2020). An Analysis of Preschool Teachers’ Opinions on the Content and Standards of Science Education. OPUS International Journal of Society Researches, 15(23), 1885-1919. https://doi.org/10.26466/opus.631378
  • Durmuş, C. B. (2021). The effects of teaching science in nature supported by outdoor education activities on the perception of science and nature in preschool children. (Unpublished doctoral thesis). Ondokuz Mayıs Üniversitesi, Samsun, Türkiye.
  • Engdahl, I. (2015). Early childhood education for sustainability: The OMEP world project. International Journal of Early Childhood, 47(3), 347-366. https://doi.org/10.1007/s13158-015-0149-6
  • Freeman, S., Quillin, K., Allison, L., Black, M., Podgorski, G., Taylor, E. & Carmichael, J. (2020). Biological science, Pearson Education, USA. Kallery, M. (2004). Early years teachers’ late concerns and perceived needs in science: An exploratory study. European Journal of Teacher Education, 27(2),147-165. https://doi.org/10.1080/026197604200023024
  • Karakaya, F., Bozkurt, S., & Yilmaz, M. (2022). Developing Preschool Students’ Awareness of Living Things: Fungi in Nature. Pedagogical Research, 7(1), em0116. https://doi.org/10.29333/pr/11552
  • Koca, C., Aydın, E., & Sert, H. (2022). Examination of preschool teachers' views on the concept of biological diversity. Kocaeli University Journal of Education, 5(1), 180-196. http://doi.org/10.33400/kuje.1058860
  • Mader, S.S., & Windelspecht, M. (2018). Essentials of Biology (5th edition). New York: McGraw-Hill Education.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Ministry of National Education (MoNE) (2018a). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3,4,5,6,7 ve 8. sınıflar) [Science Course Curriculum (Primary and Secondary Schools 3,4,5,6,7 and 8th grades)]. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Ministry of National Education (MoNE) (2018b). Biyoloji Dersi Öğretim Programı [Biology Curriculum]. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/20182215535566Biyoloji%20d%C3%B6p.pdf
  • Ministry of National Education [MoNE] (2013). Okul Öncesi Eğitim Programı [Preschool Education Program]. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35. https://doi.org/10.3102/0013189X16633182
  • Önal, N. T., & Kızılay, E. (2021). How to teach science concepts in early childhood from the perspective of pre-school teachers?. Research and Experience Journal, 6(2), 157-168. https://doi.org/10.47214/adeder.1025381
  • Sadava, D., Hillis, M.D., Heller, H.C. & Hacker, D.S. (2017). Life: The Science of Biology, (11th Edition), Sinauer Associates, USA.
  • Sadikoglu, M. & Durmuş, C. B. (2022). Teachers' science and nature activities in preschool education determination of implementation levels (Sample of Tokat Province). Türkiye Bilimsel Araştırmalar Dergisi, 7(1), 160-188. Retrieved from https://dergipark.org.tr/en/pub/tubad/issue/70039/1024879
  • Sağlam, M., & Aral, N. (2015). The study of determine pre-school teachers’ ıdeas about science education. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 87-102. http://doi.org/10.17679/iuefd.16308213
  • Simon, E.J., Dickey, J.L. & Reece, J.B. (2020). Campbell Essential Biology with Physiology, Pearson Education Limited, USA. Simpson, M. G. (2019). Plant Systematics, Academic Press is an imprint of Elsevier, USA.
  • Stylianidou, F. (2012). Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education, Creative Little Scientists, 2007-2013 European Union Seventh Framework Programme.
  • Stylianidou, F., Rossis, D., Glauert, E., Cremin, T., Craft, A., Clack, J., Compton, A., Riley, A., HavuNuutinen, S. & Van Houte, H. (2014). Creative Little Scientists: Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education [online]. http://www.creative¬little-scientists.eu/content/ deliverables
  • Şimşek, N., & Çınar, Y. (2012). Okul öncesi dönemde fen ve teknoloji öğretimi (2. baskı) [Teaching science and technology in preschool (2nd ed.)]. Ankara: Anı Yayıncılık.
  • Urry, L.A.,Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Orr, R.B. (2021). Campbell Biology, Pearson Education, USA.
  • Yıldız, S. & Tükel, A. (2018). Evaluation of preschool teachers' use of science activities. Journal of International Social Sciences Education, 4(1), 49-59. Retrieved from https://dergipark.org.tr/tr/pub/issej/issue/37517/426774

Year 2022, Volume 10, Issue 3, 399 - 409, 30.09.2022
https://doi.org/10.17478/jegys.1135189

Abstract

References

  • Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L., & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433-441. https://doi.org/10.1016/j.chb.2016.03.080
  • Belk, C. & Maier, V.B. (2019). Biology : science for life, Pearson Education, USA.
  • Bevanger, K. (2019). Global Biodiversity Threats and Development Trends, Global Biodiversity Volume 1 Selected Countries in Asia, Edited By T. Pullaiah, Apple Academic Press Inc.
  • Borg, F., Winberg, M., & Vinterek, M. (2017). Children’s learning for a sustainable society: Influences from home and preschool. Education Inquiry, 8(2), 151-172. https://doi.org/10.1080/20004508.2017.1290915
  • Bosse, S., Jacobs, G., & Anderson, T.L. (2009). Science in the (early years): Science in the air. Young Children, 2(3), 10-16. Cho, H. S., Kim, J., & Choi, D. H. (2003). Early childhood teachers’ attitudes toward science teaching: A scale validation study. Educational Research Quarterly, 27(2), 33-42.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches ( 2nd ed.). USA: SAGE.
  • Cunningham, W.P., & Cunningham, M.A. (2018). Environmental science: A global concern. McGrawHill Education, 616p, USA.
  • Dağlı, H. & Dağlıoğlu, H. (2020). An Analysis of Preschool Teachers’ Opinions on the Content and Standards of Science Education. OPUS International Journal of Society Researches, 15(23), 1885-1919. https://doi.org/10.26466/opus.631378
  • Durmuş, C. B. (2021). The effects of teaching science in nature supported by outdoor education activities on the perception of science and nature in preschool children. (Unpublished doctoral thesis). Ondokuz Mayıs Üniversitesi, Samsun, Türkiye.
  • Engdahl, I. (2015). Early childhood education for sustainability: The OMEP world project. International Journal of Early Childhood, 47(3), 347-366. https://doi.org/10.1007/s13158-015-0149-6
  • Freeman, S., Quillin, K., Allison, L., Black, M., Podgorski, G., Taylor, E. & Carmichael, J. (2020). Biological science, Pearson Education, USA. Kallery, M. (2004). Early years teachers’ late concerns and perceived needs in science: An exploratory study. European Journal of Teacher Education, 27(2),147-165. https://doi.org/10.1080/026197604200023024
  • Karakaya, F., Bozkurt, S., & Yilmaz, M. (2022). Developing Preschool Students’ Awareness of Living Things: Fungi in Nature. Pedagogical Research, 7(1), em0116. https://doi.org/10.29333/pr/11552
  • Koca, C., Aydın, E., & Sert, H. (2022). Examination of preschool teachers' views on the concept of biological diversity. Kocaeli University Journal of Education, 5(1), 180-196. http://doi.org/10.33400/kuje.1058860
  • Mader, S.S., & Windelspecht, M. (2018). Essentials of Biology (5th edition). New York: McGraw-Hill Education.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Ministry of National Education (MoNE) (2018a). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3,4,5,6,7 ve 8. sınıflar) [Science Course Curriculum (Primary and Secondary Schools 3,4,5,6,7 and 8th grades)]. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Ministry of National Education (MoNE) (2018b). Biyoloji Dersi Öğretim Programı [Biology Curriculum]. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/20182215535566Biyoloji%20d%C3%B6p.pdf
  • Ministry of National Education [MoNE] (2013). Okul Öncesi Eğitim Programı [Preschool Education Program]. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35. https://doi.org/10.3102/0013189X16633182
  • Önal, N. T., & Kızılay, E. (2021). How to teach science concepts in early childhood from the perspective of pre-school teachers?. Research and Experience Journal, 6(2), 157-168. https://doi.org/10.47214/adeder.1025381
  • Sadava, D., Hillis, M.D., Heller, H.C. & Hacker, D.S. (2017). Life: The Science of Biology, (11th Edition), Sinauer Associates, USA.
  • Sadikoglu, M. & Durmuş, C. B. (2022). Teachers' science and nature activities in preschool education determination of implementation levels (Sample of Tokat Province). Türkiye Bilimsel Araştırmalar Dergisi, 7(1), 160-188. Retrieved from https://dergipark.org.tr/en/pub/tubad/issue/70039/1024879
  • Sağlam, M., & Aral, N. (2015). The study of determine pre-school teachers’ ıdeas about science education. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 87-102. http://doi.org/10.17679/iuefd.16308213
  • Simon, E.J., Dickey, J.L. & Reece, J.B. (2020). Campbell Essential Biology with Physiology, Pearson Education Limited, USA. Simpson, M. G. (2019). Plant Systematics, Academic Press is an imprint of Elsevier, USA.
  • Stylianidou, F. (2012). Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education, Creative Little Scientists, 2007-2013 European Union Seventh Framework Programme.
  • Stylianidou, F., Rossis, D., Glauert, E., Cremin, T., Craft, A., Clack, J., Compton, A., Riley, A., HavuNuutinen, S. & Van Houte, H. (2014). Creative Little Scientists: Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education [online]. http://www.creative¬little-scientists.eu/content/ deliverables
  • Şimşek, N., & Çınar, Y. (2012). Okul öncesi dönemde fen ve teknoloji öğretimi (2. baskı) [Teaching science and technology in preschool (2nd ed.)]. Ankara: Anı Yayıncılık.
  • Urry, L.A.,Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Orr, R.B. (2021). Campbell Biology, Pearson Education, USA.
  • Yıldız, S. & Tükel, A. (2018). Evaluation of preschool teachers' use of science activities. Journal of International Social Sciences Education, 4(1), 49-59. Retrieved from https://dergipark.org.tr/tr/pub/issej/issue/37517/426774

Details

Primary Language English
Subjects Education and Educational Research
Published Date September 2022
Journal Section Advanced Science Education
Authors

Gökşen ÜÇÜNCÜ> (Primary Author)
Milli Eğitim Bakanlığı
0000-0001-8107-229X
Türkiye


Ferhat KARAKAYA>
YOZGAT BOZOK UNIVERSITY, .
0000-0001-5448-2226
Türkiye


Mehmet YILMAZ>
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0001-6700-6579
Türkiye


Ayşe GİRENGİR>
TC MİLLİ EĞİTİM BAKANLIĞI İZMİR
0000-0002-1093-9762
Türkiye

Publication Date September 30, 2022
Published in Issue Year 2022, Volume 10, Issue 3

Cite

Bibtex @research article { jegys1135189, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2022}, volume = {10}, number = {3}, pages = {399 - 409}, doi = {10.17478/jegys.1135189}, title = {Example of thematic learning in early childhood science education: seed}, key = {cite}, author = {Üçüncü, Gökşen and Karakaya, Ferhat and Yılmaz, Mehmet and Girengir, Ayşe} }
APA Üçüncü, G. , Karakaya, F. , Yılmaz, M. & Girengir, A. (2022). Example of thematic learning in early childhood science education: seed . Journal for the Education of Gifted Young Scientists , 10 (3) , 399-409 . DOI: 10.17478/jegys.1135189
MLA Üçüncü, G. , Karakaya, F. , Yılmaz, M. , Girengir, A. "Example of thematic learning in early childhood science education: seed" . Journal for the Education of Gifted Young Scientists 10 (2022 ): 399-409 <https://dergipark.org.tr/en/pub/jegys/issue/71129/1135189>
Chicago Üçüncü, G. , Karakaya, F. , Yılmaz, M. , Girengir, A. "Example of thematic learning in early childhood science education: seed". Journal for the Education of Gifted Young Scientists 10 (2022 ): 399-409
RIS TY - JOUR T1 - Example of thematic learning in early childhood science education: seed AU - Gökşen Üçüncü , Ferhat Karakaya , Mehmet Yılmaz , Ayşe Girengir Y1 - 2022 PY - 2022 N1 - doi: 10.17478/jegys.1135189 DO - 10.17478/jegys.1135189 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 399 EP - 409 VL - 10 IS - 3 SN - -2149-360X M3 - doi: 10.17478/jegys.1135189 UR - https://doi.org/10.17478/jegys.1135189 Y2 - 2022 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Example of thematic learning in early childhood science education: seed %A Gökşen Üçüncü , Ferhat Karakaya , Mehmet Yılmaz , Ayşe Girengir %T Example of thematic learning in early childhood science education: seed %D 2022 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 10 %N 3 %R doi: 10.17478/jegys.1135189 %U 10.17478/jegys.1135189
ISNAD Üçüncü, Gökşen , Karakaya, Ferhat , Yılmaz, Mehmet , Girengir, Ayşe . "Example of thematic learning in early childhood science education: seed". Journal for the Education of Gifted Young Scientists 10 / 3 (September 2022): 399-409 . https://doi.org/10.17478/jegys.1135189
AMA Üçüncü G. , Karakaya F. , Yılmaz M. , Girengir A. Example of thematic learning in early childhood science education: seed. JEGYS. 2022; 10(3): 399-409.
Vancouver Üçüncü G. , Karakaya F. , Yılmaz M. , Girengir A. Example of thematic learning in early childhood science education: seed. Journal for the Education of Gifted Young Scientists. 2022; 10(3): 399-409.
IEEE G. Üçüncü , F. Karakaya , M. Yılmaz and A. Girengir , "Example of thematic learning in early childhood science education: seed", Journal for the Education of Gifted Young Scientists, vol. 10, no. 3, pp. 399-409, Sep. 2022, doi:10.17478/jegys.1135189

Submitted Articles: 589   Rejected Articles: 268 Published Articles: 320  Acceptance Rate:  %54   (Updated at February 9, 2022)

Journal for the Education of Gifted Young Scientists indexed from SCOPUS June 2018- December 2020. SOBIAD Impact Factor Score (1,171) Top One of Turkey at SOBIAD Index at 2019. Thanks for the contributions. 3rd International Congress on Gifted Youth and Sustainability of the Education (ICGYSE) 12-13 November 2022 (Please click for attendance).

Dergimiz "Education Full Text (H.W.Wilson) Database Coverage List" tarafından dizinlenmektedir. HTML  PDF   JEGYS'nin kapsamı;  eğitim bilimleri, alan eğitimi (tüm alan eğitimleri), üstün zekalılar eğitimi, interdisipliner eğitim çalışmaları, eğitimde sürdürülebilirlik çalışmaları, yetenek eğitimi gibi konulardır. Yazarların, araştırmalarında; yeni yöntem, model, yaklaşım, yetenek gelişimi, ileri (advanced) eğitim yenilikleri, karakter eğitimi, eğitimde sürdürülebilirlik gibi yönlerinden birini ya da birkaçını vurgulamaları JEGYS'nin yayın hedeflerini gerçekleştirmesi açısından önemlidir. 

JEGYS NOT INDEXED citefactor

    21871  17854      25126  20742           17865                   22217           21870        SCImago Journal & Country Rank (SJR) 25746257472574825749DHET Accredited Journal List (Department of Higher Education and Training of South Africa)
 

JOIN OUR EDITORIAL BOARD, PLEASE SEND YOUR CV TO EDITORJEGYS@GMAIL.COM



POPULARITY OF THE JEGYS OVER THE WORLD

                                                                 Free counters!

Note: Counter started on 28 February 2021

Giftedupoint.com Meeting point of the talent and giftedness

Young Wise Publishing/Genç Bilge Yayıncılık
Management-Publication Process-Office (Adress 1): 63 – 66 Hatton Garden, Fifth Floor, Suite 23, EC1N 8LE, London, UK
Web site: https://youngwisepub.com/ E-mail: info@youngwisepub.com

ISSN-Ownership-Office (Adress 2): Bahcelievler District 3015 St. No:9/1  Isparta, Turkey
Web site: http://gencbilgeyayincilik.com/ E-mail: gencbilgeyayincilik@gmail.com