The effects of parent-involved science activities on basic science process skills of the children in the age group of 5-6

Abstract

This study aims to examine the effects in science activities including parent involvement activities, concerning the science process skills of children aged 5-6, attending pre-school, and analyses the obtained information regarding the views of the parents involved in the program. The study group consisted of 30 children in the 5-6 age group, and 15 parents who were attending lessons. The embedded mixed method design was used in the study. Quantitative data was collected by a pre-school science process skills scale for children aged 60-72 months, and the qualitative data was collected through a semi-structured interview form with the parents. At the end of the study, the quantitative data showed that the experimental groups' children’s' science process skills, especially predicting-inferring-communicating sub-scale skills, were found to be more developed than what the control group's children. The qualitative data leads us to an understanding that the parents had a positive view of parent involvement activities and that communication with their children increased, was derived from the qualitative data, as well. It was noted that the parents raised their children's motivation towards science and tended to support them more in terms of science. It is suggested that pre-school education programs ought to include more science process-based activities with parent involvement.

Parental Involvement in STEM Education: A Systematic Literature Review

“…In a study of family conversations Crowley et al (2021) noted an important finding of gender disparity, finding that parents were three times more likely to explain science to boys than girls when using interactive science exhibits at a museum. There are experimental studies indicating that science education with family participation is effective in improving the scientific process skills of preschool students (Ulutaş and Kanak, 2018;Yılmaz et al, 2018). It has been found that students' success is positively affected by interactive assignments shared by families in secondary school (Van Voorhis, 2003).…”