The aim of this research was to analyze preschool teachers’ types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers. Keywords: light concept, science teaching, storytelling, preschool teachers

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The aim of this study is to determine pre-service teachers’ perceptions about the concept of “Out of School Learning” through metaphors. The study is carried out with phenomenology method of Qualitative Research Design. Data were obtained from 131 pre-service teachers studying the 3rd year of the Department of Preschool Teacher of the University of Sakarya, in 2019-2020 fall semester of the academic year. Participants were asked to complete these sentences, “Out of School Learning is like……… Because………” Obtained metaphors were analyzed with content analysis with packaged program NVIVO 12. This analyzed was done in 5 stages; 1) coding and debugging, 2) collecting metaphor image samples, 3) developing category and theme, 4) calculating validity and reliability, 5) comments. It is observed that Pre-service teachers generate well-formed and mostly positive metaphors. Metaphors generated by the participant pre-service teachers gathered under 6 conceptual category as; “experiencing”, “authentic learning”, “completing”, “freedom”, “amusement”. As a result of the study it is observed that, pre-service teachers perceived the concept of “out of school Learning” as positive, heuristic, accruing by practicing, amusing and life itself.