Abstract:

This study was carried out to examine the effects of scientific reasoning-based educational activities on the perspective taking skills of 4 and 5 year old children. In the research, quasi-experimental design with pretest-posttest control group was preferred among the quantitative research designs. Data were collected with the Perspective Taking Test (CBT) for children, scientific reasoning rating inventory and personal information form prepared by the researcher. Wilcoxon Signed Ranks test and Mann Whitney U test were used in the analysis of the data. 40 children in the age group of 4 and 53 children in the age group of 5 were studied. The experimental group was studied 2 days a week for 8 weeks. In order to interact with the children in the placebo group, participation was ensured during the fairy tale hour and in the activities determined by the teacher. No intervention was made in the control group. According to the results of the study, it was determined that there was a statistically significant difference between the MCT pretest-posttest scores of the children in the 4-year-old experimental group and the 5-year-old experimental group in their perceptual perspective, emotional perspective, cognitive perspective and test total scores(p<0,05). In addition, it was observed that there was a statistically significant difference in favor of the experimental groups in the double measurement of both age groups in the experimental and placebo groups and the double measurement in the experimental and control groups (p<0,05). It was determined that there was no statistically significant difference between the posttest and retention test scores of the children in the 4-year-old experimental group and 5-year-old experimental group (p>0.05). As a result of this study, it was found that the development of alternative perspectives could be possible with scientific reasoning-based educational activities.

Keywords: