Araştırma Makalesi
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EXPLORING THE THEORETICAL AND PRACTICAL NATURE OF PRESCHOOL TEACHERS' SCIENCE TEACHING PRACTICES

Yıl 2021, Cilt: 34 Sayı: 1, 386 - 435, 24.04.2021
https://doi.org/10.19171/uefad.867333

Öz

This study aims to examine the pedagogical conceptualizations of preschool teachers regarding their science teaching practices. A multiple case study design was adopted to investigate the reasons and actions underlying individual teachers' early science teaching practices in a more in-depth and holistic way. Participants were four preschool teachers, selected by criterion sampling, working in state-run kindergartens. Study data were collected through Lesson Plan Construction Form (LPCF) and the Teaching Based Interview Form (TBIF). These data were enriched with observation findings. To this aim, participants first planned a science teaching activity (making yogurt), and then made general science teaching and pedagogical conceptualizations about this activity. Then they applied this activity in their classes. Finally, they made interpretations of their pedagogical structures by watching significant moments from their video-recorded teaching. Data analysis was conducted inductively, in keeping with the qualitative design of the current study. The constant comparison method was used to compare each of the teacher’s conceptualizations, and classroom observations were analyzed using an analytical observation protocol. Findings show that preschool teachers associate early science teaching practices with scientific process skills, citizenship, character and values education goals. In addition, the theoretical and practical nature of science teaching practices varies depending on the professional experience threshold. The basic pedagogical tools that preschool teachers use when planning and implementing teaching are orientations, understandings of children and teaching strategies. The results achieved are discussed in detail on the basis of the existing literature and directions for future research are given.

Kaynakça

  • Akerson, V. L., & Buzzelli, C. A. (2007). Relationships of preservice early childhood teachers’ cultural values, ethical and cognitive developmental levels, and views of nature of science. Journal of Elementary Science Education, 19(1), 15-24.
  • Alisinanoğlu, F. Özbey, S., & Kahveci, G. (2011). Okul öncesinde fen eğitimi. Nobel Yayınları.
  • 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(2), 275-296.
  • Aydın, A., & Güney, M. Y. (2017). Yapılandırmacı yaklaşıma uygun olarak geliştirilen etkinliklerin okul öncesi öğretmen adaylarının fen kavramlarını öğrenmelerine etkisi. Journal of Kirsehir Education Faculty, 18(1), 181-201.
  • Barenthien, J., Oppermann, E., Anders, Y., & Steffensky, M. (2020). Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development–Do they have an influence on preschool teachers’ science-specific professional knowledge and motivation?. International Journal of Science Education, 42(5), 744-763.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Berg, B. L., & Luna, H. (2015). Sosyal bilimlerde nitel araştırma yöntemleri (H. Aydın, Çev. Edt.). Eğitim Yayınevi.
  • Berry, A., Loughran, J. J., & Van Driel, J. H. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30, 1271– 1279.
  • Bilaloğlu G. R., Aslan, D., & Aktaş-Arnas, Y. (2008). Okulöncesi öğretmenlerinin fen etkinliklerine ilişkin bilgi düzeylerinin incelenmesi. Milli Eğitim, 37(178), 88-104.
  • Bosse, S., Jacobs, G., & Anderson, T. L. (2009). Science in the air. YC Young Children, 64(6), 10-15.
  • Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1), 1-11.
  • Bulut-Üner, A. N. (2018). Okul öncesi öğretmen adaylarının bilimsel süreç becerileri, fen ve matematik öğretimine yönelik tutumları ve öz yeterlik inançları arasındaki ilişki (Yayın No. 527497) [Yüksek lisans tezi, Dokuz Eylül Üniversitesi]. YÖK. https://tez.yok.gov.tr
  • Burla, L., Knierim, B., Barth, J., Liewald, K., Duetz, M., & Abel, T. (2008). From text to codings: Intercoder reliability assessment in qualitative content analysis. Nursing Research, 57(2), 113-117.
  • Christensen, L. B., Johnson, B., & Turner, L. A. (2015). Araştırma yöntemleri: Desen ve analiz. Anı Yayıncılık.
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
  • Cohen, R., & Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally”. Research in Science Education, 39(1), 131-155.
  • Cresswell, J. W. (2013). Qualitative design and ınquiry: Choosing among the five approaches (3rd ed.). Sage Publications.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
  • Çınar, S. (2013). Okul öncesi öğretmenlerin fen ve doğa konularının öğretiminde kullandıkları etkinliklerin belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 364-371.
  • Dağlı, H. (2018). Okul öncesi eğitim kurumlarında uygulanan fen eğitiminin içeriği konusunda öğretmen görüşlerinin incelenmesi (Yayın No. 356660) [Yüksek lisans tezi, Gazi Üniversitesi]. YÖK. https://tez.yok.gov.tr
  • Davidowitz, B., & Potgieter, M. (2016). Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry. International Journal of Science Education, 38(9), 1483-1503.
  • Demirdöğen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495-532.
  • Denzin, N. K. (2015). Triangulation. The Blackwell Encyclopedia of Sociology. https://doi.Org/10.1002/9781405165518.
  • DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage Publications.
  • Dwyer, J., Kelcey, B., Berebitsky, D., & Carlisle, J. F. (2016). A study of teachers’ discourse moves that support text-based discussions. The Elementary School Journal, 117(2), 285-309.
  • Elmas, H., & Kanmaz, A. (2015). Okul öncesi eğitim öğretmenlerinin fen eğitimine ilişkin görüşlerinin belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 35-45.
  • Flick, U. (2018). Designing qualitative research. Sage Publications.
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  • Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357-383.
  • Furman, M., Luzuriaga, M., Taylor, I., Podestá, M. E., & Jarvis, D. (2019). From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science. Early Years, 39(4), 408-425.
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OKUL ÖNCESİ ÖĞRETMENLERİNİN FEN ÖĞRETİMİ UYGULAMALARININ TEORİK VE PRATİK DOĞASININ KEŞFEDİLMESİ

Yıl 2021, Cilt: 34 Sayı: 1, 386 - 435, 24.04.2021
https://doi.org/10.19171/uefad.867333

Öz

Bu araştırmanın amacı, farklı deneyimlerdeki okul öncesi öğretmenlerinin kendi fen öğretimi uygulamalarına yönelik pedagojik kavramsallaştırmalarını incelemektir. Araştırma, erken çocukluk dönemi fen öğretimi uygulamalarının altında yatan nedenlerin ve aksiyonların daha derinlemesine ve bütüncül bir yaklaşımla ele alınabilmesi için durum çalışması deseni aracılığıyla gerçekleştirilmiştir. Araştırma MEB’e bağlı anaokullarında görev yapan dört okul öncesi öğretmeniyle yürütülmüştür. Her öğretmenin erken çocukluk dönemi fen öğretimi kavramsallaştırmalarının, farklı birer durumu temsil etmesi nedeniyle araştırmanın tasarımı çoklu durum çalışmasıdır. Araştırmadaki veriler Ders Planı Yapılandırma Formu (DPYF) ve Öğretim Temelli Görüşme Formu (ÖTGF) yardımıyla toplanmıştır. Ayrıca bu veriler, gözlem sonuçları yardımıyla da zenginleştirilmiştir. Dolayısıyla bu araştırmaya katılan dört okul öncesi öğretmeni önce bir fen öğretimi etkinliği (yoğurt yapımı) planlamış ardından genel fen öğretimi ve bu etkinliğe dair pedagojik kavramsallaştırmalar yapmışlardır. Ardından bu etkinliği sınıflarında uygulamışlardır. Son olarak video temelli olarak kaydedilen kendi öğretimlerinden önemli anları izleyerek pedagojik yapılarına dair yorumlamalarda bulunmuşlardır. Verilerin çözümlenmesiyle ilgili süreçler, nitel bakış açısını yansıtacak ve açıklayacak şekilde tümevarımcı bir yaklaşımla ele alınmıştır. Ayrıca sürekli karşılaştırma yöntemi aracılığıyla öğretmen kavramsallaştırmalarının kendi aralarında kıyaslanması sağlanmıştır. Diğer yandan sınıf gözlemleri ise analitik bir gözlem protokolü kullanılarak analiz edilmiştir. Analiz sonuçları, okul öncesi öğretmenlerinin fen öğretimi uygulamalarını bilimsel süreç becerileri, vatandaşlık, karakter ve değerler eğitimi hedefleriyle bağdaştırdıklarını göstermiştir. Ayrıca fen öğretim uygulamalarının teorik ve pratik niteliği meslekî deneyim eşiğine bağlı olarak değişmektedir. Okul öncesi öğretmenlerinin öğretimi planlarken ve uygularken kullandıkları temel pedagojik araçlar; amaç ve hedefler, çocuk anlayışları ve stratejilerdir. Ulaşılan sonuçlar, mevcut alanyazın temelinde derinlemesine tartışılmış ve bu doğrultuda gerekli öneriler verilmiştir.

Kaynakça

  • Akerson, V. L., & Buzzelli, C. A. (2007). Relationships of preservice early childhood teachers’ cultural values, ethical and cognitive developmental levels, and views of nature of science. Journal of Elementary Science Education, 19(1), 15-24.
  • Alisinanoğlu, F. Özbey, S., & Kahveci, G. (2011). Okul öncesinde fen eğitimi. Nobel Yayınları.
  • 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(2), 275-296.
  • Aydın, A., & Güney, M. Y. (2017). Yapılandırmacı yaklaşıma uygun olarak geliştirilen etkinliklerin okul öncesi öğretmen adaylarının fen kavramlarını öğrenmelerine etkisi. Journal of Kirsehir Education Faculty, 18(1), 181-201.
  • Barenthien, J., Oppermann, E., Anders, Y., & Steffensky, M. (2020). Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development–Do they have an influence on preschool teachers’ science-specific professional knowledge and motivation?. International Journal of Science Education, 42(5), 744-763.
  • Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Berg, B. L., & Luna, H. (2015). Sosyal bilimlerde nitel araştırma yöntemleri (H. Aydın, Çev. Edt.). Eğitim Yayınevi.
  • Berry, A., Loughran, J. J., & Van Driel, J. H. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30, 1271– 1279.
  • Bilaloğlu G. R., Aslan, D., & Aktaş-Arnas, Y. (2008). Okulöncesi öğretmenlerinin fen etkinliklerine ilişkin bilgi düzeylerinin incelenmesi. Milli Eğitim, 37(178), 88-104.
  • Bosse, S., Jacobs, G., & Anderson, T. L. (2009). Science in the air. YC Young Children, 64(6), 10-15.
  • Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1), 1-11.
  • Bulut-Üner, A. N. (2018). Okul öncesi öğretmen adaylarının bilimsel süreç becerileri, fen ve matematik öğretimine yönelik tutumları ve öz yeterlik inançları arasındaki ilişki (Yayın No. 527497) [Yüksek lisans tezi, Dokuz Eylül Üniversitesi]. YÖK. https://tez.yok.gov.tr
  • Burla, L., Knierim, B., Barth, J., Liewald, K., Duetz, M., & Abel, T. (2008). From text to codings: Intercoder reliability assessment in qualitative content analysis. Nursing Research, 57(2), 113-117.
  • Christensen, L. B., Johnson, B., & Turner, L. A. (2015). Araştırma yöntemleri: Desen ve analiz. Anı Yayıncılık.
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
  • Cohen, R., & Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally”. Research in Science Education, 39(1), 131-155.
  • Cresswell, J. W. (2013). Qualitative design and ınquiry: Choosing among the five approaches (3rd ed.). Sage Publications.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
  • Çınar, S. (2013). Okul öncesi öğretmenlerin fen ve doğa konularının öğretiminde kullandıkları etkinliklerin belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 364-371.
  • Dağlı, H. (2018). Okul öncesi eğitim kurumlarında uygulanan fen eğitiminin içeriği konusunda öğretmen görüşlerinin incelenmesi (Yayın No. 356660) [Yüksek lisans tezi, Gazi Üniversitesi]. YÖK. https://tez.yok.gov.tr
  • Davidowitz, B., & Potgieter, M. (2016). Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry. International Journal of Science Education, 38(9), 1483-1503.
  • Demirdöğen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495-532.
  • Denzin, N. K. (2015). Triangulation. The Blackwell Encyclopedia of Sociology. https://doi.Org/10.1002/9781405165518.
  • DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage Publications.
  • Dwyer, J., Kelcey, B., Berebitsky, D., & Carlisle, J. F. (2016). A study of teachers’ discourse moves that support text-based discussions. The Elementary School Journal, 117(2), 285-309.
  • Elmas, H., & Kanmaz, A. (2015). Okul öncesi eğitim öğretmenlerinin fen eğitimine ilişkin görüşlerinin belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 35-45.
  • Flick, U. (2018). Designing qualitative research. Sage Publications.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46(4), 357-383.
  • Furman, M., Luzuriaga, M., Taylor, I., Podestá, M. E., & Jarvis, D. (2019). From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science. Early Years, 39(4), 408-425.
  • Gerde, H. K., Pierce, S. J., Lee, K., & Van Egeren, L. A. (2018). Early childhood educators’ self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, 29(1), 70-90.
  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In Examining pedagogical content knowledge (pp. 3-17). Springer.
  • Gropen, J., Kook, J. F., Hoisington, C., & Clark-Chiarelli, N. (2017). Foundations of science literacy: Efficacy of a preschool professional development program in science on classroom instruction, teachers’ pedagogical content knowledge, and children’s observations and predictions. Early Education and Development, 28(5), 607-631.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press, Teachers College, Columbia University.
  • Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring preschool children's science content knowledge. Early Education and Development, 26(1), 125-146.
  • Gustafsson, J. (2017). Single case studies vs. multiple case studies: A comparative study. http://www.diva-portal.org/smash/get/diva2:1064378/
  • Hashweh, M. (2013). Pedagogical content knowledge: Twenty-five years later. In From teacher thinking to teachers and teaching: The evolution of a research community. Emerald Group Publishing Limited.
  • Henze, I., Van Driel, J. H., & Verloop, N. (2008). Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321-1342.
  • Hill, H. C., Charalambous, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56-64.
  • Inan, H. Z. (2010). Examining pre-school education teacher candidates' content knowledge and pedagogical content knowledge. Educational Sciences: Theory and Practice, 10(4), 2309-2323.
  • Käpylä, M., Heikkinen, J. P., & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31(10), 1395-1415.
  • Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83-86.
  • Lee, E., Brown, M. N., Luft, J. A., & Roehrig, G. H. (2007). Assessing beginning secondary science teachers' PCK: Pilot year results. School Science and Mathematics, 107(2), 52-60.
  • Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343-1363.
  • Lichene, C. (2019). Promoting science education in early childhood: a research in a nursery school. European Early Childhood Education Research Journal, 27(3), 397-408.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391.
  • Loughran, J. J., Gunstone, R. F., Berry, A., Milroy, P., & Mulhall, P. (2000, April). Science cases in action: Developing an understanding of science teachers' pedagogical content knowledge. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans.
  • Martin, M. J. P. (2001). Starting strong: Early childhood education and care. OECD.
  • Martin, S. P. (2006). Trends in marital dissolution by women’s education in the United States. Demographic Research, 15, 537-560.
  • Mercan, N. (2020). Okul öncesi öğretmenlerinin fen öğretimi yetkinliklerinin epistemolojik inançlar açısından keşfedilmesi [Yayınlanmamış yüksek lisans tezi]. İstanbul Aydın Üniversitesi.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey Bass.
  • Miles, M. B., & Huberman, A. M. (2016). Qualitative data analysis: An expanded sourcebook. Sage Publication.
  • Millî Eğitim Bakanlığı [MEB] (2013). Okul öncesi eğitim programı. MEB Basımevi.
  • Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research, 25(9), 1212-1222.
  • Nacar, S. (2020). Yüksek lisans öğrenimine devam eden okul öncesi öğretmenlerinin fen öğretimine yönelik pedagojik alan bilgilerinin incelenmesi (Yayın No. 629994) [Yüksek lisans tezi, İstanbul Aydın Üniversitesi]. YÖK. https://tez.yok.gov.tr
  • Nell, M. (2009). Using the integrative research project approach to facilitate early childhood teacher planning. Journal of Early Childhood Teacher Education, 30(1), 79-88.
  • Neuman, S. B., & Danielson, K. (2020). Enacting content-rich curriculum in early childhood: the role of teacher knowledge and pedagogy. Early Education and Development, 1-16.
  • Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576.
  • National Science Teachers Association. (2014). NSTA position statement: Early childhood science education. Science and Children, 51(7), 10-12.
  • Nilsson, P. (2014). When teaching makes a difference: Developing science teachers’ pedagogical content knowledge through learning study. International Journal of Science Education, 36(11), 1794-1814.
  • Nilsson, P., & Elm, A. (2017). Capturing and developing early childhood teachers’ science pedagogical content knowledge through CoRes. Journal of Science Teacher Education, 28(5), 406-424.
  • Nxumalo, F. (2018). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research, 16(2), 148-159.
  • Okur-Akçay, N. (2016). Implementation of Cooperative Learning Model in Preschool. Journal of Education and Learning, 5(3), 83-93.
  • Olgan, R. (2015). Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942.
  • Oppermann, E., Brunner, M., & Anders, Y. (2019). The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation. Learning and Individual Differences, 70, 86-99.
  • Orkunoğlu, Y. M. (2016). Okul öncesi öğretmenlerinin fen öğretimine yönelik tutumları ile öz yeterlilik düzeyleri arasındaki ilişkinin incelenmesi (İstanbul İli Ataşehir İlçesi Örneği) (Yayın No. 440774) [Yüksek lisans tezi, Yeditepe Üniversitesi]. YÖK. https://tez.yok.gov.tr
  • Özbey, S., & Alisinanoğlu, F. (2009). Okul öncesi eğitim kurumlarında görev yapan öğretmenlerin fen etkinliklerine ilişkin yeterliklerinin bazı değişkenlere göre incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 29(1), 1-23.
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544.
  • Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261-283.
  • Pierro, R. C. (2019). What Leads to Effective Science-teaching Practices in Preschool Classrooms? An examination of teachers’ person, context, and time influences on science teaching [Unpublished doctoral dissertation]. The University of North Carolina.
  • 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.
  • Sharts-Hopko, N. C. (2002). Assessing rigor in qualitative research. Journal of the Association of Nurses in AIDS Care, 4(13), 84-86.
  • Shulman, L. S. (1987). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Siry, C., Ziegler, G., & Max, C. (2012). “Doing science” through discourse in interaction: Young children's science investigations at the early childhood level. Science Education, 96(2), 311-326.
  • Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and Scientific Curiosity in Pre-school-The teacher's point of view. International Journal of Science Education, 35(13), 2226-2253.
  • Suh, J. K., & Park, S. (2017). Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach. Teaching and Teacher Education, 64, 246-259.
  • Sundqvist, P., & Nilsson, T. (2018). Technology education in preschool: Providing opportunities for children to use artifacts and to create. International Journal of Technology and Design Education, 28(1), 29-51.
  • Torquati, J., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early childhood educators' perceptions of nature, science, and environmental education. Early Education & Development, 24(5), 721-743.
  • Trundle, K. C. (2010). Teaching science during the early childhood years. In Best practices and research base. National Geographic.
  • Worth, K. (2010). Science in early childhood classrooms: Content and process. Early Childhood Research & Practice (ECRP), 12(2), 1-17.
  • Yin, R. K. (2003). Design and methods. SAGE.
  • Yin, R. K. (2017). Case study research and applications: Design and methods. Sage Publications.
  • Zohar, A., & Schwartzer, N. (2005). Assessing teachers’ pedagogical knowledge in the context of teaching higher order thinking. International Journal of Science Education, 27(13), 1595-1620.
Toplam 85 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Elif Akşam 0000-0002-3500-6256

Ali Yiğit Kutluca 0000-0002-1341-3432

Yayımlanma Tarihi 24 Nisan 2021
Gönderilme Tarihi 24 Ocak 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 34 Sayı: 1

Kaynak Göster

APA Akşam, E., & Kutluca, A. Y. (2021). OKUL ÖNCESİ ÖĞRETMENLERİNİN FEN ÖĞRETİMİ UYGULAMALARININ TEORİK VE PRATİK DOĞASININ KEŞFEDİLMESİ. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 386-435. https://doi.org/10.19171/uefad.867333