A Study on Developing Basic Process Skills for Preschool Children with Context-Based Science and Nature Activities

Abstract

The aim of the research was to provide preschool children with context-based science and nature activities and basic process skills. The research was carried out with 11 children aged 48-60 months in the second term of the 2019-2020 academic years. The research was designed according to action research one of the qualitative research designs. In the research, context-based science and nature activities planned by the researcher were applied. The Basic process skills Scale for Preschool Students, observation, interview and diary were used as data collection tools. As a result of the study, it has been determined that science and nature activities developed based on context-based learning are effective in gaining basic process skills in preschool. From this point of view, it can be recommended to implement activities suitable for context-based learning in different environments. Preschool teachers who want to gain basic process skills can be recommended to use context science and nature activities.

Keywords

• Science and nature activities
• context-based learning
• action research
• preschool
• basic process skills

Okul Öncesi Çocuklarına Bağlam Temelli Fen ve Doğa Etkinlikleri ile Temel Becerilerin Kazandırılmasına Yönelik Bir Araştırma

Öz

The aim of the research was to provide preschool children with context-based science and nature activities and basic process skills. The research was carried out with 11 children aged 48-60 months in the second term of the 2019-2020 academic years. The research was designed according to action research one of the qualitative research designs. In the research, context-based science and nature activities planned by the researcher were applied. The Basic process skills Scale for Preschool Students, observation, interview and diary were used as data collection tools. As a result of the study, it has been determined that science and nature activities developed based on context-based learning are effective in gaining basic process skills in preschool. From this point of view, it can be recommended to implement activities suitable for context-based learning in different environments. Preschool teachers who want to gain basic process skills can be recommended to use context science and nature activities.

Anahtar Kelimeler

• Science and nature activities
• context-based learning
• action research
• preschool
• basic process skills

Kaynakça

1. Abd Rauf, R. A., Rasul, M. S., Mans, A. N., Othman, Z., & Lynd, N. (2013). Inculcation of science process skills in a science classroom. Asian Social Science, 9(8), 1911-2017.
2. Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2019). Development frameworks of the Indonesian partnership 21st-century skills standards for prospective science teachers: A Delphi Study. Jurnal Pendidikan IPA Indonesia, 8(1), 89-100.
3. Altınok, H. (2020). Okul öncesi çocuklarına bağlam temelli fen ve doğa etkinlikleri ile temel becerilerin kazandırılmasına yönelik bir araştırma [Unpublished Master Thesis]. Afyon Kocatepe Ünivesitesi, Afyon.
4. American Association for the Advancement of Science (1997). University of Maryland, Second Report of the Information Clearinghouse of New Science Curricula.
5. Andersson, K., & Gullberg, A. (2014). What is science in preschool and what do teachers have to know to empower children?. Cultural studies of science education, 9, 275-296.
6. Areljung, S., Ottander, C., & Due, K. (2017). ‘Drawing the leaves anyway’: Teachers embracing children’s different ways of knowing in preschool science practice. Research in Science Education, 47, 1173-1192.
7. Aydoğdu, B. & Karakuş, F. (2017). Okul öncesi öğrencilerinin temel becerileri: bir ölçek geliştirme çalişmasi. Kuramsal Eğitimbilim Dergisi, 10(1), 49-72.
8. Ayvacı, H. Ş., Er Nas, S. & Dilber, Y. (2016). Bağlam temelli rehber materyallerin öğrencilerin kavramsal anlamalari üzerine etkisi: “iletken ve yalitkan maddeler” örneği. YYÜ Eğitim Fakültesi Dergisi, 13(1), 51-78.

9. Backman, E., Åsberg Johnels, J., & Thunberg, G. (2023). Parental perceptions of social life before and after attending a parent training program for children with complex communication needs: the ComAlong example. Augmentative and Alternative Communication, 40(1), 46–56. https://doi.org/10.1080/07434618.2023.2262036
10. Becker, H. S. (1958). Problems of inference and proof in participant observation. American Sociological Review, 26(6), 652-660.
11. Binnie, A. (2004). Development of a senior physics syllabus in New South Wales. Physics Education, 39(6), 490.
12. Blank, R. K. (2012). What is the impact of decline in science instructional time in elementary school. Noyce Foundation. Available at: http://www.csss-science.org/downloads/NAEPElemScienceData.pdf (March 26, 2024)
13. Bülbül, M. Ş. (2013). A description of a blind student’s science process skills through health physics. European Journal of Physics Education, 4(2), 6-13.
14. Cabe Trundle, K. (2015). The inclusion of science in early childhood classrooms. In K. C. Trundle, & M. Saçkes (Eds.), Research in early childhood science education (pp. 1-6). Springer Netherlands.
15. Choi, H.J. & Johnson, S. D. (2005) The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227.
16. Çepni, S., Özmen, H. & Ayvacı, H. Ş. (2019). Yaşam (bağlam) temelli, beyin temelli öğrenme kuramlari, 21.yüzyil becerileri ve fetemm yaklaşimi ve fen bilimleri öğretimindeki uygulamalari. In S. Çepni (Ed), Kuramdan uygulamaya fen ve teknoloji öğretimi (14. Baskı) (pp. 123-186). Pegem Akademi.
17. Çilenti, K. (1985). Fen eğitimi teknolojisi (1. Baskı). Kadıoğlu Matbaası, Ankara.
18. Derman, A. & Badeli, Ö. (2017). İlkokul 4. sinif “saf madde ve karişim” konusunun öğretiminde 5e modeli ile desteklenen bağlam temelli öğretim yönteminin öğrencilerin kavramsal anlamalarina ve fene yönelik tutumlarina etkisinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1860-1881.
19. Dunac, P. S., & Demir, K. (2017). Negotiating White science in a racially and ethnically diverse United States. Educational Review, 69(1), 25-50.
20. Ekiz, D. (2020). Bilimsel araştirma yöntemleri (6. Baskı.). Anı.
21. Erkoca Akköse, E. (2008). Okulöncesi eğitimi fen etkinliklerinde doğa olaylarinin neden sonuç ilişkilerini belirlemede yaratici dramanin etkililiği [Unpublished Master Thessis]. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
22. Eshach H. (2006). Science literacy in primary schools and pre-schools. Moment, Eurasia J. Math Sci& Tech. Ed, 3(2), 167-169.
23. Fleer, M. (2015). Science for children. Cambridge University Press.
24. Flowerdew, J. (1992). Definitions in science lectures. Applied Linguistics, 13(2), 202-221.
25. Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976.
26. Gürgür, H. (2016) Eylem araştırması. In A. Saban & A. Ersoy (Ed.), Eğitimde nitel araştirma desenleri (1. Baskı). (pp. 31-48). Anı.
27. Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264.
28. Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., ... & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487.
29. Hiscock, K. (1993). The effects of context on solving estimation word problems in children [Unpublished Master Thessis]. Cartelon University, Canada.
30. Hoffman, D. & Demuth, R. (2007). Chemie in kontext in der hauptschule-geht den das? der mathematische und naturwissenschaftliche. Unterricht-MNU, 60(5), 299-303.
31. Houser, J. (2015). Nursing research: reading, using, and creating evidence. Jones and Bartlett Learning. Ibragimovna, R. Y. (2021). Cognitive and Social Outcomes Of Project-Based Learning. JournalNX, 521-524.
32. Johnson, A. P. (2015). Eylem araştirmasi el kitabı (2. Baskı). (Translation editors: Y. Uzuner & M. Özten Anay). Anı.
33. Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle, & M. Saçkes (Eds.), Research in early childhood science education (pp. 143-165). Springer.
34. Kalafati, M., Flogaiti, E., & Daskolia, M. (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1), 46-73.
35. King, D., Winner, E. & Ginns, I. (2011). Outcomes and implications of one teacher’s approach to context-based science in the middle years. Teaching Science, 57(2), 26-34.
36. Kirman Bilgin, A. & Yiğit, N. (2017). Öğrencilerin “maddenin tanecikli yapisi” konusu ile bağlamlari ilişkilendirme durumlarinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 303-322.
37. Klemm, J., & Neuhaus, B. J. (2017). The role of involvement and emotional well-being for preschool children’s scientific observation competency in biology. International Journal of Science Education, 39(7), 863-876.
38. Kotaman, H., & İnceoğlu, S. Ö. (2024). Impact of kindergarten teachers’ scientific processing skills training on children’s science and mathematics development. Early Years, 45(2), 1-15.
39. Larimore, R. A. (2020). Preschool science education: A vision for the future. Early Childhood Education Journal, 48(6), 703-714.
40. Lin, X., Yang, W., Wu, L., Zhu, L., Wu, D., & Li, H. (2021). Using an inquiry-based science and engineering program to promote science knowledge, problem-solving skills and approaches to learning in preschool children. Early Education and Development, 32(5), 695-713.
41. Lee, J. E. (2017). Preschool teachers’ pedagogical content knowledge in mathematics. International Journal of Early Childhood, 49, 229-243.
42. Maryanti, R. I. N. A., Rahayu, N. I., Muktiarni, M., Al Husaeni, D. F., Hufad, A. C. H. M. A. D., Sunardi, S., & Nandiyanto, A. B. D. (2022). Sustainable development goals (SDGs) in science education: Definition, literature review, and bibliometric analysis. Journal of Engineering Science and Technology, 17, 161-181.
43. Mays, N., & Pope, C. (2000). Qualitative research in health care, assessing quality in qualitative research. BMJ, 320, 50-52.
44. McFarlin, L. M. (2011). How children in a science-centered preschool use science process skills while engaged in play activities [Doctoral Dissertation]. The University of Texas, Austin.
45. McNiff, J. (2013). Action research: Principles and practice. Routledge.
46. Miles, M. B. & Huberman A.M. (1994). An expanded sourcebook qualitative data analysis (2th ed.). Sage.
47. Millî Eğitim Bakanlığı (2017). Fen bilimleri dersi öğretim programi (1. Baskı). Ankara.
48. Ministry of National Education Preschool Education Program (MoNE) (2024). Ministry of National Education Pre-School Education Programme. https://tegm.meb.gov.tr/meb_iys_dosyalar/2024_09/20104013_2024programokuloncesionayli.pdf
49. Moyles, J. (2002). Observation as a research tool. In M. Coleman & A. R. J. Briggs (Eds.), Research methods in educational leadership and management (pp. 172-195). Sage.
50. Narimanovna, N. E. (2024). Stages of development of communication skills in young children. International Scientific Research Conference, 3(26), 46-50.
51. Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22(6), 970-988.
52. Rajagopalan, I. (2019). Concept of Teaching. Shanlax International Journal of Education, 7(2), 5-8.
53. Ramsden, J. M. (1997). How does a context‐based approach influence understanding of key chemical ideas at 16+? International Journal of Science Education, 19(6), 697-710.
54. Saat, R. M. (2004). The acguistion of integrated science process skills in a web-based learning enviroment. Research in Science & Technological Education, 22(1), 23-40.
55. Saçkes, M., Trundle, K. C., Bell, R. L., & O'Connell, A. A. (2011). The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217-235.
56. Sözbilir, M., Sadi, S., Kutu, H. & Yıldırım, A. (2007). Kimya eğitiminde içeriğe/ bağlama dayali (context-ased) öğretim yaklaşimi ve dünyadaki uygulamalari. I. Ulusal Kimya Eğitimi Kongresi, 20-22 Haziran, S. 108.
57. Schwarz, C. V., Passmore, C., & Reiser, B. J. (2017). Helping students make sense of the world using next generation science and engineering practices. NSTA Press.
58. Stringer, E. T. (2013). Action research (4th ed.). SAGE.
59. Ültay, E. (2014). İtme, momentum ve çarpişmalar konusuyla ilgili bağlam temelli öğrenme yaklaşimina dayali açiklama destekli REACT stratejisine göre geliştirilen etkinliklerin etkisinin araştirilmasi [Unpublished Doctoral Thesis]. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
60. Wellington, J. (1994). Secondary science. contemporary issues and practical approaches (1st ed.). Routledge.
61. Vitiello, V. E., Whittaker, J. V., Mulcahy, C., Kinzie, M. B., & Helferstay, L. (2019). Reliability and validity of the preschool science observation measure. Early Education and Development, 30(2), 196-215.
62. Yam, H. (2005). What is contextual learning and teaching in physics? Http://Www.Phy.Cuhk.Edu.Hk/Contextual/Approach/Tem/Brief_E.Html
63. Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştirma yöntemleri (11. Baskı). Seçkin.
64. Yıldız, C., & Yıldız, T. G. (2021). Exploring the relationship between creative thinking and scientific process skills of preschool children. Thinking Skills and Creativity, 39, 100795.
65. Zhufeng, Y., & Sitthiworachart, J. (2024). Effect of augmented reality technology on learning behavior and attitudes of preschool students in science activities. Education and Information Technologies, 29(4), 4763-4784.