Özet:

The main objective of this research is to discover how pre-school teachers’ concepts of the nature of science change the integrated scientific and mathematical activities and the ways to acquire scientific process skills. The second purpose of the study is to determine the level of understanding of the nature of science of the pre-school teachers. The explanatory karma method is used in which quantitative and qualitative data are included together to the specified purposes. In this context, 30 pre-school teachers have been applied the Science Nature (AABD) test in terms of Argumentation. The lowest, highest and medium-level score of this test is selected by a sub-sample created. These participants were primarily directed to the Curriculum Planning Form (DPYF) and through this form integrated science and mathematics teaching activities are provided. Then they were asked to carry out the planned integrated activities in their classes. Finally, semi-structured discussions on the teaching of scientific process skills were held. Quantitative data of the study, while analysed through visual statistics, was conducted on the basis of the method of continuous comparison on qualitative data. The results of the analysis showed that pre-school teachers have a high understanding of the nature of science. On the other hand, pre-school teachers who have a middle and high level of understanding of the nature of science refer to the vision of science literature during integrated activities while the participants who have a low level of understanding of the nature of science are focused on the teaching of the concept. In addition, participants with the understanding of the nature of science at the middle and high levels have included children-centered strategies in their teachings. Finally, although pre-school teachers find themselves sufficient to acquire their scientific process skills, it has been found that the participant with a low understanding of the nature of science has a scientific myth. According to the research results, the number of practitioner and inter-service applications in which the nature of science can be felt more healthy by pre-school teachers can be increased.

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