Abstract:

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.

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