Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study

Abstract

The purpose of this study is to examine pre-service pre-school teachers’ understanding of the nature of science. In this study, phenomenology design, one of the qualitative research methods, was used. A total of 36 pre-service pre-school teachers who were studying in the fourth grade of a university in Turkey in the Preschool Teaching Department of the Faculty of Education in the 2020-2021 spring semester participated in the research. A questionnaire consisting of ten open-ended questions was used in the study. The data were analyzed by content analysis. As a result of this research, it was observed that pre-service pre-school teachers mostly did not have sufficient views on the examined dimensions of the nature of science and they had misconceptions. Based on the results of the research, it can be suggested that postgraduate education, in-service training and workshops focused on the nature of science will be beneficial for teachers and pre-service teachers. In addition, it may be suggested to improve the courses on the nature of science and scientific inquiry and/or add such courses to the undergraduate program. It can be suggested that the courses on the nature of science should be given not only at the undergraduate level, but also in other teaching levels in accordance with the grade level.

Misconceptions in 5-6 Year Old Children: Formation of a Cloud

“…Recent developments in learning suggest that children need science to develop new understandings in the early years (Guo et al, 2015;Lind, 1998). However, past research conducted within the scope of science education shows that many educators do not pay much attention to the ability of early childhood children to learn the concepts of science (Ayers, 1999;Tanık-Önal & Sönmez-Eryaşar, 2022). This idea is wrong in terms of children's development and learning.…”