Görüntüleme
15
İndirme
10
In preschool period, teachers' effective inclusion of science education in their daily activities provides positive support to many areas such as children's scientific process skills, problem solving skills, attitudes and motivation. In this study, it was aimed to examine the status of a preschool teacher's inclusion of science education in the activity plans implemented during the academic year. The research was conducted using document analysis method, one of the descriptive research models. The research data were collected through the "Science Activity Evaluation List" from the activity plans implemented by a preschool teacher for one year. According to the results of the study; the preschool teacher's inclusion of science education in the activity plans she implemented during the academic year was very low, she did not include achievements and indicators and science standard areas in a balanced way, although she used different methods and techniques, she used the narrative technique too much, and the subject of providing children with new scientific vocabulary was given very little space, Although the teacher paid attention to the scientific content of the activities, it was observed that this was not sufficient, that she focused too much on in-class applications, that although she included science process skills in general, some skills were missing, that the rate of family participation was very low, and that she did not pay attention to the inclusion of problem solving skills in the activities. Suggestions are given in the light of the research results.
During the pre-school period, teachers effectively participate in science-scientific education in the daily activities of teachers is a positive support for many areas, such as children’s scientific process skills, problem-solving skills, attitudes and motivations. In this study, it is intended to examine the status of a pre-school teacher is involved in the science-scientific education in the activities plans implemented during the educational-educational period. The research was carried out using the method of document analysis from visual research models. The research data was collected through the "Fen Event Assessment List" from the event plans a pre-school teacher has implemented for a year. According to the results of the study, the state of participation in the science-science education in the activities that the pre-school teacher applies during the educational and educational period is very low, the performance and indicators and the standard areas of science are not balanced, the different methods and techniques are used, but the story technique is too much, the children are given very little place on the subject of the new scientific word, the practice is mostly scientific content, but it is not enough, the classroom practice is too much weight, the general scientific process skills are missing, the family participation is very low and the problem is not addressed. In the light of the results of the research, the recommendations were made.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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