Abstract:

Pre-school period is critical for individuals to be able to understand and adapt the world. In pre-school education, children learn to realize, use and develop knowledge by researching, living by doing it. This study examined the attitudes of pre-school teachers towards science education, the methods-techniques they use in the classroom and the rates of use of classroom activities. The research method is created in the karma model using qualitative and quantitative data. The study’s work group consists of 118 teachers who were randomly selected to work in 20 kindergartens. The research data is collected in personal and professional information form. In addition to the forms when the data are created, the annual plans of the participating teachers have been studied and the classroom activities of the teachers of the school that have most scientific activities have been analyzed in video recordings. In-class events videos are drawn up according to Llewellyn's structural research cycle. There are various results from the results obtained. The teachers’ attitude towards science is positive. Teachers said they used the tour-observation activity at 78.3%, the experiment activity at 90.6%, the science and nature corner at 92.5%, the use of toys at 64.2%, and the animal feeding activity at 41.5%. Video analysis shows that teachers do not actively use the travel and observation activity while the classroom activities are analyzed and the experimental activities are performed but the students do not actively perform the experiment. According to these results, various recommendations have been presented to teachers and educators.

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