Okul Öncesi Fen Eğitiminde Model Kullanımı

Yıl 2017, Cilt: 25 Sayı: 5, 1995 - 2006, 15.09.2017

Ayşe Yenilmez Türkoğlu

Öz

Bu çalışma, okul öncesi öğretmen adaylarının fen eğitimine ilişkin algılarını ve fen
öğretimine ilişkin özgüvenlerini araştırmayı amaçlamaktadır. Algıların değerlendirilmesinin
yanı sıra, çalışmada, küçük çocuklara bilimsel kavramları sunmanın bir yolu olarak bilimsel
modellerin kullanımı tanıtılmakta ve katılımcıların model ve model kullanımına ilişkin
anlayışları araştırılmaktadır. Bulgular, tüm katılımcıların okul öncesi sınıflarında fen eğitiminin
gerekliliğine inanmalarına rağmen, çoğunun kendisine güvenmediğini göstermiştir. Ayrıca,
fen eğitiminin fiziksel materyaller aracılığıyla yapılması gerekliliğini düşünmelerine rağmen,
öğretmen adaylarının modeller ve bunların fen eğitiminde kullanımına yönelik anlayışları
yeterli bulunmamıştır

Anahtar Kelimeler

okul öncesi eğitimi, fiziksel modeller, fen eğitimi, bilimsel modeller

Use of Models in Early Childhood Science Education

Öz

The paper aims to investigate early childhood teacher candidates’ views about science education and their confidence in teaching science. After initial consideration of their views, the paper introduces the use of scientific models as a way to introduce scientific concepts to young children, and seeks participants’ understandings of models and their use. The findings showed that, although all participants believed in the necessity of science education in early childhood classrooms, most of them did not feel themselves confident about it. They believe that science education should be done through physical materials but they do not hold promising understandings about models and their use in science education. 

Anahtar Kelimeler

early childhood education, physical model, science education, scientific models

Kaynakça

• Alisinanoglu, F., İnan, H.Z., Özbey, S. & Uşak, M. (2012). Early childhood teacher candidates` qualifications in science teaching. Energy Education Science and Technology Part B: Social and Educational Studies, 4(1), 373-390.
• Alisinanoğlu F, Özbey S, Kahveci G. (2007). Okul Öncesinde Fen Eğitimi. Ankara: Nobel Yayın Dağıtım.
• Bleicher, R. E. & Lindgren, J. (2005). Success in science learning and preservice science teach-ing self-efficacy. Journal of Science Teacher Education, 16, 205-225.
• Davies, T., & Gilbert, J. (2003). Modeling: Promoting creativity while forging links between science education and design and technology education. Canadian Journal of Science, Mat-hematics and Technology Education, 3(1), 67-82.
• Eshach, H. & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336.
• Falcao, D., Colinvaux, D., Krapas, S., Querioz, G., Alves, F., Cazelli, S., Valente, M. E., & Gouvea, G. (2004). A model-based approach to science exhibition evaluation: a case study in Brazilian astronomy museum, International Journal of Science Education, 26(8), 951-978.
• French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. early Childhood Research Quarterly, 19, 138-149.
• Frigg, R. & Hartmann, S. (2005). Scientific Models. In Sarkar, S. and Pfeifer, J. (Eds.), The Philosophy of Science: An Encyclopedia, Vol. 2. (pp.740-749) Routledge, New York. USA.
• Gilbert, J. K., Boulter, C., & Rutherford, M. (1998). Models in explanations, part 1: Horses for courses? International Journal of Science Education, 20(1), 83-97.
• Gobert, J. D., & Buckley, B. C. (2000). Introduction to model-based teaching and learning in science education, International Journal of Science Education, 22(9), 891-894.
• Gödek, Y. (2004). The importance of modeling in science education and in teacher education. Hacettepe Universitesi Eğitim Fakültesi Dergisi, 26, 54-61.
• Hadzigeorgiou, Y. (2002). A study of the development of the concept of mechanical stability in preschool children. Research in Science Education 32, 373–391.
• Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352-381.
• Hitt, A. (2004). Perceptions of models in life science research and implications for science education. Unpublished doctoral dissertation, Indiana University, Indiana.
• Hitt, A., White, O., & Hanson, D. (2005). Popping the kernel: Modeling the states of matter. Science Scope 28(4), 39-41.
• Hodgson, T. (1995). Secondary mathematics modeling: Issues and challenges. School Science and Mathematics, 95, 351 – 358.
• Jones, I., Lake, V. E., & Lin, M. (2008). Early Childhood Science Process Skills: Social and Developmental Considerations. In O. N. Saracho, & B. Spodek (Eds.), Contemporary per-spectives on Science and Technology in Early Childhood Education. (pp. 17-40). Charlotte, NC: Information Age Publishing Inc.
• National Research Council (NRC). 2007. Taking science to school: Learning and teaching science in grades K–8. Washington, DC: National Academies Press.
• Ravanis, K. & Bagakis, G. (1998). Science education in kindergarten: Sociocognitive perspecti-ve. International Journal of Early Years Education, 6(3), 315-327.
• Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2002). Students’ understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368.
• Van Driel, J.H., & Verloop, N. (1999). Teachers’ knowledge of models and modeling in sci-ence. International Journal of Science Education, 21(11). 1141-1153.
• Wylie, C., & Thompson, J. (2003). The long-term contribution of early childhood education to children’s performance-ev