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SUPPORTING THE PRESCHOOL EDUCATION TEACHERS’ USING BASIC SCIENTIFIC PROCESS SKILLS IN FIELD TRIPS

Yıl 2016, Sayı: 6, 82 - 103, 01.02.2016

Sara Kefi

Öz

In this study, it was aimed to examine the effects of field trips scientific activities curriculum (FTSAC) on the levels of preschool education teachers’ using basic scientific process skills. In this study where experimental research model was used, the study group consisted of 60 preschool education teachers (30 experiment- 30 control) who work for independent Preschools in the city of Izmir in 2014/2015 school year. In the study, Preschool Education Teachers’ level of Using Basic Scientific Process Skills Scale (PETLUBSPSS)” which was determined by the researcher in 2012/2013 school year and whose validity and reliability was confirmed by 471 preschool teachers was used as a data collection tool. The findings show that there is a difference in favor of post test on a meaningful level between pretest and post test point average of experimental group (PETLUBSPSS) (p0.05). In the study, as a result of the findings obtained, suggestions were developed aimed at Pre School Education Teachers’ using BSPS in a game-like process in field trips.

Anahtar Kelimeler

Key Words: Field Trips Scientific Process Skills Preschool teachers.

Kaynakça

  • Anagün, Ş.S. ve Yaşar, Ş. (2009). İlköğretim beşinci sınıf Fen ve Teknoloji dersinde bilimsel süreç becerilerinin geliştirilmesi, İlköğretim Online, 8(3), 843-865.
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers’ perspectives on field trips: Discovering common ground in three countries. Curator: The Museum Journal, Volume 49, Issue 3, pages 365–386, DOI: 10.1111/j.2151-6952.2006.tb00229.
  • Ayvacı, H. Ş.(2010). Okul Öncesi Dönem Çocuklarının Bilimsel Süreç Becerilerini Kullanma Yeterliliklerini Geliştirmeye Yönelik Pilot Bir Çalışma, Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, (EFMED) Cilt 4, Sayı 2, ss. 1-24.
  • Anagün Ş.S.(2011). PISA 2006 Sonuçlarına Göre Öğretme-Öğrenme Süreci Değişkenlerinin Öğrencilerin Fen Okuryazarlıklarına Etkisi, Eğitim Ve Bilim, cilt 36, sayı 162.
  • Batı, K., Ertürk, G. ve Kaptan, F. (2010). The awareness levels of pre-school education teachers regarding science process skills. World Conference on Educational Sciences, 2:1993- 1999.
  • Balkan-Kıyıcı, F.,& Atabek Yiğit, E. (2010). Science education beyond the clasroom :a field trip to wind power plant. International Online Journal Of Educational Science, 2 (1), 225- 243.
  • Hayvanat Bahçeleri, Fen Öğretiminde Okul Dışı Öğrenme Ortamları, Ed: Canan Laçin-Şimşek, ss.51-60, Pegem Akademi, Ankara.
  • Bağcı-Kılıç, G. (2003). Üçüncü Uluslararası Matematik Ve Fen Araştırmaları (TIMSS): Fen Öğretimi Bilimsel Araştırma Ve Bilimin Doğası. İlköğretim-Online 2 (1) 42-51. Eğitim ve Öğretim Araştırmaları Dergisi Journal of Research in Education and Teaching Şubat 2015 Cilt:4 Sayı: 1 Makale No: 25 ISSN: 2146-9199272.
  • Bozdoğan, A.E., Taşdemir, A., Demirbaş, M. (2006). Fen Bilgisi Öğretiminde İşbirlikli Öğrenme Yönteminin Öğrencilerin Bilimsel Süreç Becerilerini Geliştirmeye Yönelik Etkisi. İnönü Üniversitesi, Eğitim Fakültesi Dergisi, Cilt:7, Sayı:11, S.23-26.
  • Bulunuza M., (2013). Teaching science through play in kindergarten: does integrated play and science instruction build understanding, European Early Childhood Education Research Journal, Volume 21, Issue 2, pages 226-249, DOI:10.1080/1350293X.2013.789195, http://www.tandfonline.com/doi/abs/10.1080/1350293X.2013.789195?src=recsys.
  • Can, Taşkın,B. ve Pekmez Şahin, E. (2008). İlköğretim Yedinci Sınıf Öğrencilerine Yönelik Bilimin Doğası Ölçeğinin Geliştirilmesi, e-Journal Of New World Sciences Academy s.,192, Volume: 3, Number: 2 Article Number: C0057.
  • Can B., Şahin-Pekmez., E. (2010). Bilimin Doğası Etkinliklerinin İlköğretim Yedinci Sınıf Öğrencilerinin Bilimsel Süreç Becerilerinin Geliştirilmesindeki Etkisi, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı 27, ss. 113-123.
  • Cho, H. S., Kim, J. & Choi, D. H. (2003). Early Childhood Teachers’ Attitudes Toward Science Teaching: A Scale Validation Study”, Educational Reseach Quarterly, 27(2):33-42.
  • Copley J. and Padrón.Y. (1999). Preparing Teachers of young Learners: Professional Development of Early Childhood Teachers in Mathematics and Science, Fostering High Quality Programs, Dialogue on Early Childhood Science, Mathematics, and Technology Education, Copyright © 1999 by the American Association for the Advancement of Science (AAAS) ISBN 0–87168–629–5. Washington.
  • Çepni, S., Ayas, A., Johnson, D. & Turgut, M. F. (1996). Fizik öğretimi. Ankara: Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi Deneme Basımı.
  • Doğan N.,Çakırğlu J., Bilican K. Çavuş S. (2009). Bilimin Doğası Ve Öğretimi,ss.11-30, Pegem Akademi, Ankara.
  • DeWitta J. & Osbornea J.( 2007), Supporting Teachers on Science-­‐focused School Trips: Towards an integrated framework of theory and practice,, International Journal of Science Education, Volume 29, Issue 6, pages 685-710, DOI:10.1080/09500690600802254, (erişim: 15/10/2015), http://www.tandfonline.com/doi/full/10.1080/09500690600802254.
  • DeWitta J. & Storksdieckb M. (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future, Volume 11, Issue 2, pages 181-197, DOI:10.1080/10645570802355562,(erişim:02/11/2015), http://www.tandfonline.com/doi/full/10.1080/10645570802355562.
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  • Ernsta J.(2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers, Environmental Education DOI:10.1080/13504622.2013.833596, http://www.tandfonline.com/doi/abs/10.1080/13504622.2013.833596?src=recsys. (erişim: 11/10/2015),
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  • Falk, J. H.,& Adelman, L. M. (2003). Investigating the impact of prior knowledge and interest on aquarium visitor learning. Journal of Research in Science Teaching, Volume 40, Issue 2, pages 163–17, DOI: 10.1002/tea.10070.
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ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ

Yıl 2016, Sayı: 6, 82 - 103, 01.02.2016

Sara Kefi

Öz

Bu araştırmada; Alan gezileri bilim etkinlikleri eğitim programının (AGBEEP), okulöncesi eğitim öğretmenlerinin temel bilimsel süreç becerilerini kullanma düzeylerine etkisini incelemek amaçlanmıştır. Deneysel araştırma modelinin kullanıldığı araştırmada çalışma grubunu; 2014/2015 eğitim yılında İzmir İlinde Bağımsız Anaokullarında görev yapan 60 (30 deney-30 kontrol) okulöncesi eğitim öğretmeni oluşturmuştur. Çalışmada veri toplama aracı olarak “Okulöncesi Eğitim Öğretmenlerinin Temel Bilimsel Süreç Becerilerini Kullanma Düzeyleri Ölçeği (OÖEÖTBSBKDÖ)” kullanılmıştır. Bulgular; deney grubunun OÖEÖTBSBKDÖ öntest ve sontest puan ortalamaları arasında anlamlı düzeyde, sontest lehine farklılık olduğunu göstermektedir (p0.05). Çalışmadan elde edilen sonuçlar doğrultusunda okulöncesi eğitim öğretmenlerinin alan gezilerinde oyunsu bir süreç içinde TBSB kullanmalarına yönelik öneriler geliştirilmiştir.

Anahtar Kelimeler

Anahtar kelimeler: Alan gezileri bilimsel süreç becerileri okulöncesi öğretmenleri.

Kaynakça

  • Anagün, Ş.S. ve Yaşar, Ş. (2009). İlköğretim beşinci sınıf Fen ve Teknoloji dersinde bilimsel süreç becerilerinin geliştirilmesi, İlköğretim Online, 8(3), 843-865.
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers’ perspectives on field trips: Discovering common ground in three countries. Curator: The Museum Journal, Volume 49, Issue 3, pages 365–386, DOI: 10.1111/j.2151-6952.2006.tb00229.
  • Ayvacı, H. Ş.(2010). Okul Öncesi Dönem Çocuklarının Bilimsel Süreç Becerilerini Kullanma Yeterliliklerini Geliştirmeye Yönelik Pilot Bir Çalışma, Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, (EFMED) Cilt 4, Sayı 2, ss. 1-24.
  • Anagün Ş.S.(2011). PISA 2006 Sonuçlarına Göre Öğretme-Öğrenme Süreci Değişkenlerinin Öğrencilerin Fen Okuryazarlıklarına Etkisi, Eğitim Ve Bilim, cilt 36, sayı 162.
  • Batı, K., Ertürk, G. ve Kaptan, F. (2010). The awareness levels of pre-school education teachers regarding science process skills. World Conference on Educational Sciences, 2:1993- 1999.
  • Balkan-Kıyıcı, F.,& Atabek Yiğit, E. (2010). Science education beyond the clasroom :a field trip to wind power plant. International Online Journal Of Educational Science, 2 (1), 225- 243.
  • Hayvanat Bahçeleri, Fen Öğretiminde Okul Dışı Öğrenme Ortamları, Ed: Canan Laçin-Şimşek, ss.51-60, Pegem Akademi, Ankara.
  • Bağcı-Kılıç, G. (2003). Üçüncü Uluslararası Matematik Ve Fen Araştırmaları (TIMSS): Fen Öğretimi Bilimsel Araştırma Ve Bilimin Doğası. İlköğretim-Online 2 (1) 42-51. Eğitim ve Öğretim Araştırmaları Dergisi Journal of Research in Education and Teaching Şubat 2015 Cilt:4 Sayı: 1 Makale No: 25 ISSN: 2146-9199272.
  • Bozdoğan, A.E., Taşdemir, A., Demirbaş, M. (2006). Fen Bilgisi Öğretiminde İşbirlikli Öğrenme Yönteminin Öğrencilerin Bilimsel Süreç Becerilerini Geliştirmeye Yönelik Etkisi. İnönü Üniversitesi, Eğitim Fakültesi Dergisi, Cilt:7, Sayı:11, S.23-26.
  • Bulunuza M., (2013). Teaching science through play in kindergarten: does integrated play and science instruction build understanding, European Early Childhood Education Research Journal, Volume 21, Issue 2, pages 226-249, DOI:10.1080/1350293X.2013.789195, http://www.tandfonline.com/doi/abs/10.1080/1350293X.2013.789195?src=recsys.
  • Can, Taşkın,B. ve Pekmez Şahin, E. (2008). İlköğretim Yedinci Sınıf Öğrencilerine Yönelik Bilimin Doğası Ölçeğinin Geliştirilmesi, e-Journal Of New World Sciences Academy s.,192, Volume: 3, Number: 2 Article Number: C0057.
  • Can B., Şahin-Pekmez., E. (2010). Bilimin Doğası Etkinliklerinin İlköğretim Yedinci Sınıf Öğrencilerinin Bilimsel Süreç Becerilerinin Geliştirilmesindeki Etkisi, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı 27, ss. 113-123.
  • Cho, H. S., Kim, J. & Choi, D. H. (2003). Early Childhood Teachers’ Attitudes Toward Science Teaching: A Scale Validation Study”, Educational Reseach Quarterly, 27(2):33-42.
  • Copley J. and Padrón.Y. (1999). Preparing Teachers of young Learners: Professional Development of Early Childhood Teachers in Mathematics and Science, Fostering High Quality Programs, Dialogue on Early Childhood Science, Mathematics, and Technology Education, Copyright © 1999 by the American Association for the Advancement of Science (AAAS) ISBN 0–87168–629–5. Washington.
  • Çepni, S., Ayas, A., Johnson, D. & Turgut, M. F. (1996). Fizik öğretimi. Ankara: Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi Deneme Basımı.
  • Doğan N.,Çakırğlu J., Bilican K. Çavuş S. (2009). Bilimin Doğası Ve Öğretimi,ss.11-30, Pegem Akademi, Ankara.
  • DeWitta J. & Osbornea J.( 2007), Supporting Teachers on Science-­‐focused School Trips: Towards an integrated framework of theory and practice,, International Journal of Science Education, Volume 29, Issue 6, pages 685-710, DOI:10.1080/09500690600802254, (erişim: 15/10/2015), http://www.tandfonline.com/doi/full/10.1080/09500690600802254.
  • DeWitta J. & Storksdieckb M. (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future, Volume 11, Issue 2, pages 181-197, DOI:10.1080/10645570802355562,(erişim:02/11/2015), http://www.tandfonline.com/doi/full/10.1080/10645570802355562.
  • Diamond, K.,Justice, M-L., Seiger, S-R.& Synder, A. (2013). Synthesis Of Research On Early Intervention ed.gov/ncser/pubs/20133001/pdf. Early Childhood Education, July,
  • ,https://www.ies.
  • Ernsta J.(2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers, Environmental Education DOI:10.1080/13504622.2013.833596, http://www.tandfonline.com/doi/abs/10.1080/13504622.2013.833596?src=recsys. (erişim: 11/10/2015),
  • Eshach, H.,& Fried, M. N. (2005). Should Science Be Taught In Early Childhood? Journal Of Science Education And Technology, 14, 315–336.
  • Ergin Ö, Şahin-Pekmez, E. ve Öngel-Erdal. S. (2012). Kuramdan Uygulamaya, Deney Yoluyla Fen Öğretimi,Ss.18-72, Dinazor Kitabevi, İzmir.
  • Falk, J. H.,& Adelman, L. M. (2003). Investigating the impact of prior knowledge and interest on aquarium visitor learning. Journal of Research in Science Teaching, Volume 40, Issue 2, pages 163–17, DOI: 10.1002/tea.10070.
  • Faulkner-Schneider, L. A. (2005). Child Care Teachers' Attitudes, Beliefs And Knowledge Regarding Science And Impact On Early Childhood Learning Opportunities. Phd Thesis. Oklahoma State University University.
  • Gagne, R. M. (1965). The Conditions of Learning. New York: Holt, Rinehart and Winston, Inc.
  • Gerde H. K.,Schachter, R. E. & Wasik B. A. (2013). Using The Scientific Method To Guide Learning: An Integrated Approach To Early Childhood Curriculum, Published Online: 13 February 2013, pp. 41:315–323, Springerscience+Business Media New York.
  • Gelman, R.,& Lucariello, J. (2002). Role Of Learning İn Cognitive Development. In H. Pashler (series ed.) & R.Gallisted (Vol.Ed.), Stevens bandbook of experimental psycbology:Learning, motivation, and emotion(vol. 3, 3rd ed.,pp.395-443). Hoboken, NJ:Weidely.
  • Gelman, R.,& Brenneman, K. (2004). Relevant Pathways For Preschool Science Learning. Early Childhood Research Quarterly,19, 150–158
  • İnan H.Z. (2010). Examining Pre-School Education Teacherc And Idates’ Content Knowledge And Pedagogical Content Knowledge. Educscitheory Practice;10:2275-2323.
  • İnan H.Z. (2011). Teaching Science Processskills In Kindergarten. Energy Educsci Technol Part;3:47-64.
  • Jarvis, T.,& Pell, A. (2002). Effect of the Challenger experience on children’s attitudes to science. Journal of Research in Science Teaching, Volume 39, Issue 10, pages 979–1000. DOI: 10.1002/tea.10055.
  • Knapp, D. (2000). “Memorable experiences of a science field trip,” School Science and Mathematics, Volume 100, Issue 2, pages 65–72.
  • Kallery, M. Ve Psillos, D. (2001). Pre-School Teachers’ Content Knowledge In Science: Their Understanding Of Elementary Science Concepts And Of İssues Raised By Children’s Questions. International Journal Of Early Years Education 9 (3) 165-179.
  • 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.
  • Kefi, S. (2012). Okulöncesi Eğitimde Fen Deneyleri Uygulanırken, Temel Bilimsel Süreç Becerilerinin, Oyun Yöntemi İle Kazandırılmasını Amaçlayan Örnek Bir Model, International Conference On New Trends In Education İconte, Part 2 Of Full Papers (İd 163-199) http://www.iconte.org.
  • Kefi S, Çeliköz, N ve Erişen, Y. (2013). Okulöncesi Eğitim Öğretmenlerinin Temel Bilimsel Süreç Becerilerini Kullanım Düzeyleri, Journal Of Research In Education And Teaching, Volume 2, Number 2, Mak.34, http://www.wjret.org/.
  • Kefi S. ve Çeliköz N.(2014). Validity And Reliability Study Of Identificatı On Scale For Utilization Degree Of Basic Scientific Process Skills Of Pre-School Teachers, Journal Of Research In Education And Teaching, Mayıs 2014, Cilt:3.
  • Kefi S. and Uslu M. (2015). The Effects of Supportive Scientific Activities Education Program on Pre-School Teachers’ Usage Levels of Basic Scientific Process Skills, Middle-East Journal of Scientific Research 23 (11): 2619-2626, ISSN 1990-9233, © IDOSI Publications, DOI: 10.5829/idosi.mejsr.2015.23.11.22389.
  • Kefi, S, (2015). Okulöncesi Öğretmenlerinin Oyun Yoluyla İnceleme Gezilerinde Bilimsel Süreç Becerilerini Kullanma Durumlarının İncelenmesi, Eğitim ve Öğretim Araştırmaları Dergisi, Journal of Research in Education and Teaching, Cilt:4 Sayı: 1 Makale No: 25 ISSN: 2146-9199, http://www.jret.org/FileUpload/ks281142/File/25.kefi.pdfSayı:2 Makale No: 37 ISSN: 2146-9199, http://www.jret.org/.
  • Kisiel, J. F. (2003a). Revealing teacher agendas: An examination of teacher motivations and strategies for conducting museum fieldtrips.Unpublished doctoral dissertation, University of Southern California, Los Angeles.
  • Kisiel, J. F. (2003b). Teachers, museums and worksheets: A closer look at a learning experience. Journal of Science Teacher Education, 14(1), 3–21.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, Volume 89, Issue 6, pages 936–955.
  • Kisiel, J. (2006). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, Volume 90, Issue 3, pages 434–452.
  • Laçin-Şimşek, C.,(2011). Okul Dışı Öğrenme Ortamları Ve Fen Eğitimi, Fen Öğretiminde Okul Dışı Öğrenme Ortamları, Ed:ICanan Laçin-Şimşek, ss.1-18, Pegem Akademi, Ankara.
  • Leech, N.,L. Barrett, K., C. And Arthur M., G., (2005). SPSS for Intermediate Statistics: Use and Interpretation, Lawrence Erlbaum, 0805847901, 9780805847901.
  • Maynarda T. & Watersa J.(2007). Learning in the outdoor environment: a missed opportunity, Early Years: An International Research Journal, Volume 27, Issue 3, pages 255- 265,DOI:10.1080/09575140701594400, http://www.tandfonline.com/doi/abs/10.1080/09575140701594400?src=recsys.
  • Milli Eğitim Bakanlığı(MEB). (2013). Okulöncesi Eğitim Programı, Temel Eğitim Genel Müdürlüğü, ss. 16, 19, Ankara.
  • National Science Teachers Association (NSTA). (2002). NSTA Position Statement: Elementary School Science.
  • National Research Council [NRC]. (2001) Eager To Learn: Educating Our Preschoolers. Committee On Early Childhood Pedagogy. B.T. Bowman, M. S. Donovan, And M. S. Burns (Eds.). Commission On Behavioral And Social Sciencesand Education. Washington, DC: National Academy Press.
  • National Research Council (NRC). (2007). Taking Science To School: Learning And Teaching Science In Grades K–8.P.vii, Washington, DC: National Academies Press.
  • Nıcosıa M. L. Aiello, Sperandeo R. M. Mıneo & M. A. Valenza. (1984).The Relationship Between Science Process Abilities Of Teachers And Science Achievement Of Students: An Experimental Study. Journal Of Research In Science Teaching. 21 (8) 853-858.
  • Pricea S. & Heina G. E. (2007). More than a field trip: science programmes for elementary school groups at museums, International Journal of Science Education, volume 13, Issue 5, pages,
  • 519,DOI:10.1080/0950069910130502,(erişim:01/12/2015),
  • http://www.tandfonline.com/doi/abs/10.1080/0950069910130502.
  • Roehrig, G.H, Dubosarsky, M., Mason, A., Carlson, S., & Murphy, B. (2011). We Look More, Listen More, Notice More: Impact Of Sustained Professional Development On Head Start Teachers’ Inquiry-Basedand Culturally Relevant Science Teaching Practices. Journal Of Science Education And Technology.20(5), 566–578.
  • Patrick, H., Mantzicopoulos, P. & Samarapungavan, A. (2008). Motivation For Learning Science In Kindergarten: Is There Agender Gap And Does İntegratedin Quiry And Literacy İnstruction Make A Difference. Journal Of Research In Science Teaching, 46 (2), 166 191.
  • Rivkin, M- S. (2000). Outdoor Experiences For Young Children. ERIC Digest ERIC Clearing House On Rural Education And Small Schools Charleston WV. ED448013, Erişim: 12/10/ 2014.
  • Storksdieck, M., Werner, M., & Kaul. V. (2006). Results from the Quality Field Trip Study: Assessing the LEAD program in Cleveland, Ohio. Annapolis, MD: Institute for Learning Innovation.http://www.universitycircle.org/files/resources/2006leadfinalfieldtripsummary .pdf.
  • Şen, A.,Z. ve Nakiboğlu, C., (2012). Ortaöğretim Kimya Ders Kitaplarının Bilimsel Süreç Becerileri Açısından İncelenmesi, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) Cilt 13, Sayı3, Aralık, Sayfa 47-65.
  • Sıttırug, H. (1997). The Predictive Value Of Science Process Skills, Cognitive Development, Attitude Towards Science On Academic Achievement In A Thaiteacher Institution.
  • Torquatia J., Cutlerb K., Gilkersonb D.& Sarvera S.(2013), Early Childhood Educators' Perceptions of Nature, Science, and Environmental Education, Early Education and Development, Volume 24, Issue 5, pages 721-743, DOI:10.1080/10409289.2012.725383, http://www.tandfonline.com/doi/full/10.1080/10409289.2012.725383.
  • Tan, M., Temiz, B. K. (2003). Fen Öğretiminde Bilimsel Süreç Becerilerinin Yeri Ve Önemi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 13 (1) 89-101.
  • Tenenbaum, H. R.,Rappolt-Schlichtmann, G., & Zanger, V. V. (2004). Children's Learning About Water In A Museum And In The Classroom. Early Childhood Research Quarterly, 19, 40-58.
  • Turpin, T. J. (2000). A Study Of Theeffects Of An Integrated, Activity-Based Science Curriculum On Student Achievement, Science Process Skills And Science Attitudes. Upon The Science Process Skills Of Urban Elementary Students. Journal Of Education. 37, 2.
  • Özmen, H. ve Yiğit, N. (2005). Fen bilgisi öğretiminde laboratuar kullanımı. Anı Yayıncılık: Ankara.
  • Öztürk Yılmaztekin E. ve Tantekin Erden F.,(2011). Early Chıldhood Teachers’ Vıews About Scıenceteachıng Practıces Special Issue: Selected Papers Presented at WCNTSE Western Anatolia Journal Of Educational Sciences (WAJES), Dokuz Eylul University Institute,pp.161-166, ISSN 1308-8971 161.
  • Wilson,R. (1996). Startingearly:Environmental Education During The Early Childhood Years (ERIC Digest). Columbus, OH: ERIC Clearing House For Science, Mathematics, And Environmental Education. (ERIC Document Reproduction Service No. ED 402 147).
  • Worth K., (2005). Exploring Nature, Center for Science Education, Education Development Center, Inc., Newton, MA, http://cse.edc.org.
  • Worth, K.,(2010). Science İn Early Childhood Classrooms: Content And Process, Published,fall,http://ecrp.uiuc.edu/beyond/seed/worth.html,(Erş.Tar.11:12:2012
  • Worth K & Grollman S. (2003). Worms, Shadows, And Whirlpools: Science In The Early Childhood Classroom. Portsmouth, NH: Heinemann.
  • Wolfinger, D. M. (2000). Science In The Elementary And Middle School. New York: Longman.
  • Walters, Y. And Soyıbo, K. (2001). An Analysis Of High School Student’s Performance On Five Integrated Science Process Skills Research In Science Technological Education. 19 (2), 133-145.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA87RE47MM
Bölüm Araştırma Makalesi
Yazarlar

Sara Kefi

Yayımlanma Tarihi 1 Şubat 2016
Yayımlandığı Sayı Yıl 2016 Sayı: 6

Kaynak Göster

APA Kefi, S. (2016). ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ. Uluslararası Eğitim Bilimleri Dergisi(6), 82-103.
AMA Kefi S. ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ. INES Journal. Şubat 2016;(6):82-103.
Chicago Kefi, Sara. “ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 6 (Şubat 2016): 82-103.
EndNote Kefi S (01 Şubat 2016) ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ. Uluslararası Eğitim Bilimleri Dergisi 6 82–103.
IEEE S. Kefi, “ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ”, INES Journal, sy. 6, ss. 82–103, Şubat 2016.
ISNAD Kefi, Sara. “ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ”. Uluslararası Eğitim Bilimleri Dergisi 6 (Şubat 2016), 82-103.
JAMA Kefi S. ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ. INES Journal. 2016;:82–103.
MLA Kefi, Sara. “ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 6, 2016, ss. 82-103.
Vancouver Kefi S. ALAN GEZİLERİNDE OKULÖNCESİ EĞİTİM ÖĞRETMENLERİNİN TEMEL BİLİMSEL SÜREÇ BECERİLERİNİ KULLANMALARININ DESTEKLENMESİ. INES Journal. 2016(6):82-103.