Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi

Gülseren Erhan

doi:10.17679/inuefd.1669303

EN TR

Pre-Service Preschool Teachers' Views on the Integration of Visual Arts and Science Activities

Abstract

Art is a way of expressing emotions, thoughts, or events in various forms and serves as a medium of cultural transmission within societies. Researchers emphasize the importance of integrating art into education from the early years, as art education supports children’s social-emotional, cognitive, language, and cultural development. In preschool education, combining visual arts with other disciplines has led to innovative teaching practices. One such approach is art-based learning, which involves incorporating art activities into the daily curriculum to create meaningful, cross-disciplinary experiences. Integrated activities connect multiple subject areas without changing their core features, using well-planned and meaningful links. This study examines pre-service preschool teachers’ views on integrating visual arts into science activities. Conducted through a qualitative case study design, the research involved 14 pre-service teachers enrolled in a teaching practicum. Data were collected using semi-structured interviews and daily lesson plans, and analyzed through content analysis. The findings were organized into three themes: contributions to children’s learning, practical benefits, and implementation challenges. Within the theme of contributions to children's learning experiences, active learning emerged as a prominent element. Pre-service teachers identified shortages of visual art materials, classroom management issues, and time constraints as significant challenges in integrating the two activities. They also noted limited knowledge of art as a barrier to effective integration. An analysis of lesson plans revealed a stronger focus on science than on visual arts. Activities often used limited arts and crafts materials, were treated as separate rather than integrated, and focused more on outcomes than on the creative process. Despite these challenges, participants expressed positive views toward integrating art and science. The study recommends developing more comprehensive art-based learning programs and increasing the number of practical art education courses to better prepare future preschool educators.

Keywords

Preschool Education, Pre-Service Teacher, Arts-Based Learning, Integrated Activities, Visual Arts, Science, Daily Lesson Plan

Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi

Abstract

Sanat, duygu ve düşüncelerin çeşitli biçimlerde anlatılmasıdır. Aynı zamanda toplumların kültürel bir aktarımıdır. Araştırmacılar, sanatın erken yaşlardan itibaren eğitim programlarına dahil edilmesinin gerekliliğini vurgulamaktadır. Sanat eğitimi çocukların gelişimlerine olumlu katkılar sağlamaktadır. Okul öncesi eğitimde, görsel sanatın farklı disiplinlerle bir arada uygulanması, birbirinden farklı ve çeşitli eğitim yaklaşımlarının geliştirilmesine neden olmuştur. Sanat temelli eğitim de bu yaklaşımlardan biridir. Sanat temelli eğitim, sanat etkinliklerinin günlük planda yer alan diğer etkinlikle bütünleştirilmesiyle uygulanmaktadır. Bu araştırma, okul öncesi öğretmen adaylarının görsel sanat ve fen etkinliklerinin bütünleştirilmesine ilişkin görüşlerini incelemektedir. Araştırma, nitel araştırma yöntemiyle yürütülmüş ve durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu, öğretmenlik uygulaması dersine devam eden 14 okul öncesi öğretmen adayı oluşturmuştur. Veriler, yarı yapılandırılmış görüşmeler ve günlük eğitim planları aracılığıyla toplanmış ve içerik analizi ile çözümlenmiştir. Öğretmen adaylarının bütünleştirilmiş etkinliklere ilişkin görüşleri; çocukların öğrenme süreçlerine katkısı, uygulamadaki yararları ve zorluklar olmak üzere üç temadan oluşmaktadır. Çocukların öğrenme deneyimlerine katkısı temasında, aktif öğrenme öne çıkmıştır. Uygulamalarda materyal eksikliği, sınıf yönetimi ve zaman planlaması gibi çeşitli zorluklar da bütünleştirmenin zorlukları temasında yer alan alt kategorilerdir. Ayrıca öğretmen adaylarının sanat alanına yönelik yeterli bilgiye sahip olmamalarını belirtmeleri, etkinlikleri bütünleştirmenin zorlukları arasındadır. Öğretmen adaylarının hazırladığı günlük eğitim planlarında, fen konularına görsel sanat etkinliklerinden nispeten fazla yer verildiği, ancak sınırlı sanatsal materyallerle etkinliklerin planlandığı, genellikle ayrı birer etkinlik olarak ele alındığı ve ürün odaklı yönelimin benimsendiği görülmüştür. Sonuç olarak, öğretmen adaylarının sanat etkinliğinin fen ile bütünleştirilmesine yönelik olumlu görüşe sahip oldukları belirlenmiştir. Sanat temelli eğitim programlarının kapsamlı hazırlanması ve sanat eğitimine yönelik uygulamalı derslerin artırılması önerilmektedir.

Keywords

öğretmen adayı, sanat temelli eğitim, bütünleştirilmiş etkinlikler, görsel sanat, fen, günlük eğitim planı

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Details

Primary Language

Turkish

Subjects

Early Childhood Education

Journal Section

Research Article

Authors

Gülseren Erhan ^*
0000-0002-5655-039X
Türkiye

Publication Date

December 30, 2025

Submission Date

April 2, 2025

Acceptance Date

December 3, 2025

Published in Issue

Year 2025 Volume: 26 Number: 3

DOI

https://doi.org/10.17679/inuefd.1669303

IZ

https://izlik.org/JA48MP73KR

APA

Erhan, G. (2025). Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi. İnönü University Journal of the Faculty of Education, 26(3), 1786-1823. https://doi.org/10.17679/inuefd.1669303

AMA

1.Erhan G. Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi. INUJFE. 2025;26(3):1786-1823. doi:10.17679/inuefd.1669303

Chicago

Erhan, Gülseren. 2025. “Okul Öncesi Öğretmen Adaylarının Görsel Sanat Ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi”. İnönü University Journal of the Faculty of Education 26 (3): 1786-1823. https://doi.org/10.17679/inuefd.1669303.

EndNote

Erhan G (December 1, 2025) Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi. İnönü University Journal of the Faculty of Education 26 3 1786–1823.

IEEE

[1]G. Erhan, “Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi”, INUJFE, vol. 26, no. 3, pp. 1786–1823, Dec. 2025, doi: 10.17679/inuefd.1669303.

ISNAD

Erhan, Gülseren. “Okul Öncesi Öğretmen Adaylarının Görsel Sanat Ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi”. İnönü University Journal of the Faculty of Education 26/3 (December 1, 2025): 1786-1823. https://doi.org/10.17679/inuefd.1669303.

JAMA

1.Erhan G. Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi. INUJFE. 2025;26:1786–1823.

MLA

Erhan, Gülseren. “Okul Öncesi Öğretmen Adaylarının Görsel Sanat Ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi”. İnönü University Journal of the Faculty of Education, vol. 26, no. 3, Dec. 2025, pp. 1786-23, doi:10.17679/inuefd.1669303.

Vancouver

1.Gülseren Erhan. Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi. INUJFE. 2025 Dec. 1;26(3):1786-823. doi:10.17679/inuefd.1669303

Pre-Service Preschool Teachers' Views on the Integration of Visual Arts and Science Activities

Abstract

Keywords

Okul Öncesi Öğretmen Adaylarının Görsel Sanat ve Fen Etkinliklerinin Bütünleştirilmesine İlişkin Görüşlerinin İncelenmesi

Abstract

Keywords

References

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Acceptance Date

Published in Issue

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IZ

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