Science learning needs of preschool children and science activities carried out by teachers

Abstract

The study aimed to investigate preschool children's learning needs related to science and their teachers' science activity practices. A basic qualitative research design was applied. Interviews were conducted with 15 preschool teachers and 48 children living in Ankara and subjected to content analysis. It was found that teachers mostly carried out activities and science experiments to support sense development and observation skills, used science and sensory centres and mostly preferred natural objects and living things. However, it was found that about half of the teachers considered themselves inadequate in science activities. Teachers stated that children need science activities that they can experience on their own, that take place outdoors and that are appropriate for their age, development and interests. They also stated that children need learning experiences that will improve their sensory development, observation and questioning skills. It was found that children mostly wanted to get to know scientists, learn how tools and equipment work, and conduct experiments. As a result of the research, it was revealed that teachers were aware of the importance of developing children's skills and reflected this in practice, but they could not identify the topics that children were interested in very well.Like many other concepts that children have, concepts related to science begin to form in the preschool period (Lind, 1998). Science education in preschool period is all the activities that children experience by using their senses (Uyanık Balat & Arslan Çiftçi, 2019). The fact that science is sometimes difficult to understand even by adults does not mean that scientific concepts and actions are beyond the capacity of children. Research shows that children can think about scientific concepts, and children who encounter scientific concepts at an early age are more successful in science education in their future learning (Eshach & Fried, 2005). It is of critical importance to provide children with quality science education experiences in order to develop a solid scientific foundation by developing children's research and observation skills in the preschool period (Bahar & Aksüt, 2020). Engaging in scientific activities in the preschool period supports children's readiness for the study of science and builds a foundation for future scientific understanding. Studies have shown that quality practices related to science education at an early age have positive effects on children's large muscle and small muscle motor skills, vocabulary, receptive and expressive language development, science process skills, early mathematical skills, concept development, creativity, school readiness, self-efficacy, attitudes towards science, and motivation (