Teachers' Opinions on the Implementation of the “Science Applications” Course

Karamustafaoğlu, Orhan; Ozduran, Necla; Erden, Hale

doi:10.30855/gjes.2019.05.03.006

Cited by 3 publications

(3 citation statements)

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“…Teachers who considered themselves inadequate attributed this situation to reasons such as lack of knowledge, deficiencies and inadequacies in practice, difficulties in providing materials, and problems in planning activities. The results of this study and related studies show that class size, lack of equipment and materials, inadequate classroom environment and garden are among the most frequently mentioned problems in preschool science education (Akcanca et al, 2017;Aslan et al, 2015;Çınar, 2013;Karaman Eflatun & Kuloğlu, 2021;Karamustafaoğlu & Kandaz, 2006).…”

Section: Discussionmentioning

confidence: 70%

“…Teachers' lack of self-confidence and knowledge about science (Gerde et al, 2018;Park et al, 2017), their inability to allocate enough time for science activities (Greenfield et al 2009, Park et al, 2017, and their inability to use materials effectively (Tu, 2006) have been shown among the factors that hinder science education. Similarly, in studies conducted in Turkey, it has been reported that preschool teachers do not use different methods, techniques and materials (Karamustafaoğlu & Kandaz, 2006;Yıldız & Tükel, 2018), have difficulties in providing suitable materials (Babaroğlu & Okur Metwalley, 2018;Ültay et al, 2018); they do not have the necessary competencies related to science (Aslan et al, 2015;Karaer & Kösterelioğlu, 2005), they do not make children active in experimental activities (Polat et al, 2021), and they do not provide children with problem-solving opportunities (Gündüz & Akduman, 2015).…”

Section: Introductionmentioning

confidence: 98%

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

Yıldız Taşdemir,

Güler Yıldız

2024

tused

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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 (

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Section: Discussionmentioning

confidence: 70%

Section: Introductionmentioning

confidence: 98%

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

Yıldız Taşdemir,

Güler Yıldız

2024

tused

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“…In this process, previously prepared programs and books aim to eliminate systematic errors and achieve perfection by taking into account the feedback received in the process. Many studies have been conducted on the examination of curricula and textbooks (Doğan et al, 2020;Karamustafaoğlu et al, 2016;Özcan et al, 2018;Yıldız Yılmaz & Tabacu, 2017). In these studies, there are contents for the development of curricula and textbooks.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Science Teachers' Views On Seasons And Climate Unit

Gülgün,

Avan,

Akbaş

2024

Journal of STEAM Education

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The seasons and climate unit, which is a unit requiring an interdisciplinary approach within the scope of the science course, is covered within the scope of the 8th grade middle school science course according to the recent change in the science curriculum. Within the scope of the study, We aimed to aimed to determine the views of science teachers on the seasons and climate unit. In this context, semi-structured interviews were conducted with 22 volunteer science teachers and the data obtained by descriptive analysis were coded by two different people. While coding, a process in the target-objective-implementation plane was taken into consideration. As a result of the study, it was concluded that the place of the seasons and climate unit in the curriculum was found appropriate by the teachers, the fact that there were teachers who did not receive any training on this subject during their undergraduate education revealed misconceptions in the teaching of the subject, the subject was understandable by the students, the learning level of the students was tried to increase with modeling and experimentation, and the use of educational materials other than the textbook was emphasized. Findings of the study implicate that focusing on in-service training of teachers will be beneficial for teachers to use different teaching methods and techniques in their lessons.

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Seçmeli Bilim Uygulamaları Dersine İlişkin Yürütülen Araştırmaların Tematik İçerik Analizi

Muradoğlu,

Yiğit,

Mazlum Güven

2024

Bayburt Eğitim Fakültesi Dergisi

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Bilim Uygulamaları dersi ile öğrencilere bilimsel süreç becerileri gibi pek çok beceriyi kazandırma ve akademik başarıyı artırma hedeflenmektedir. Oysaki alan yazındaki araştırmalarda, bu dersin uygulanmasına ilişkin birçok sorunun varlığı göze çarpmaktadır. Bu nedenle derse ilişkin yapılan araştırmaların içerik analizlerinin yapılarak genel durumu ortaya çıkarmak ve alınabilecek önlemleri tartışmaya açmak gerekli görülmüştür. Bu çalışma ile Bilim Uygulamaları dersine yönelik farklı veritabanları taranarak elde edilen, 2013-2021 yılları arasında gerçekleştirilmiş 35 çalışma, tematik içerik analizi yöntemiyle çeşitli parametreler açısından incelenmiştir. Elde edilen bulgular, ders kapsamında hazırlanan etkinliklerin öğrencilerin derse ilişkin görüşlerine ve pek çok becerisine olumlu katkısını vurgulamakla birlikte, dersin etkin bir şekilde işlenmemesi sebebiyle öğrenciye olumlu katkılarının oldukça sınırlı olduğunu göstermiştir. Bunun yanısıra incelenen çalışmalarda karma yaklaşıma diğer yaklaşımlara oranla daha az başvurulmuştur. Bilim uygulamaları dersi kapsamında kazandırılmak istenen bilimsel süreç ve yaşam becerilerinin nasıl daha etkili edinilebileceğine yönelik ayrıntılı açıklamalar geliştirmeye olanak vermesi açısından karma yaklaşımla yürütülen çalışmaların sayısı artırılabilir.

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Teachers' Opinions on the Implementation of the “Science Applications” Course

Cited by 3 publications

References 2 publications

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

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

Science Teachers' Views On Seasons And Climate Unit

Seçmeli Bilim Uygulamaları Dersine İlişkin Yürütülen Araştırmaların Tematik İçerik Analizi

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