Abstract:

The purpose of this research is to examine in-depth by observing teachers' views and practices on science education in early childhood. The research is a qualitative study and was designed according to the case study design. The participants of the research consist of 10 preschool teachers and 5 preschool education classes working in pre-school education institutions in a province of the Central Anatolia Region. The participants of the study were determined according to the typical case sampling method, which is one of the purposive sampling methods. In the research, semi-structured interview and observation forms were used as data collection tools. Content analysis was used in the analysis of the data. As a result of the research, it was stated by the teachers that the teachers consider science education important and necessary in early childhood science activity practices, and that the methods and techniques used in science education are teacher-centered. It was concluded that the most frequently used materials in science education are natural materials and food materials. As a result of the observations made, it was determined that there was no science center in the classrooms and it was not updated; It was determined that there were not enough materials in the classrooms with a science center. It was stated by the teachers that complementary measurement and evaluation tools such as observation forms and portfolios were used in science activities, but it was revealed that they did not use these measurement tools frequently in the observations made. Teachers stated that the main problems encountered in science education are the lack of materials and materials, the large number of classrooms and the inadequate physical conditions of the classroom. Material and material support, in-service training for teachers, active participation of children, and integrated activity were found to be the leading suggestions developed for science activity practices to be effective and efficient.

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