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Bu çalışmada, okulöncesi öğretmenlerinin fen eğitimi olgusuna ilişkin görüşlerinin derinlemesine incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu Kilis il merkezinde bulunan Milli Eğitim Bakanlığına bağlı anaokullarında ve anasınıflarında görev yapmakta olan 70 okulöncesi öğretmeni oluşturmaktadır. Araştırmanın verileri, nitel metodolojide sıklıkla kullanılan görüşme tekniği kullanılarak toplanmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Görüşmeler sırasında öğretmenlerin verdikleri cevaplar yazılı olarak kaydedilmiş, daha sonra bilgisayar ortamına aktarılmış ve nitel bir veri seti oluşturulmuştur. Kaydedilen veriler tek tek incelenip kodlamalar yapılmıştır. Okulöncesi öğretmenlerin fen eğitimi ile ilgili görüşlerinin tanımlanmasında elde edilen kodlara ilişkin frekans ve yüzdelik dağılımları hesaplanarak tablo şeklinde verilmiştir. Araştırma sonucunda, öğretmenlerin görüşlerine göre fen eğitiminin okulöncesi dönemde başlaması gerektiği, üniversitede verilen Fen Eğitimi dersinin yetersiz olduğu, fen eğitimine ilişkin kaynak kitapların yetersiz olduğu, öğretmenlerin fen etkinliklerini planlama ve uygulamada kendilerini yeterli olarak tanımladıkları belirlenmiştir. Öğretmenlerin çoğunluğunun sınıfta düzenli olarak fen etkinlikleri yaptıkları, ancak fen merkezlerinde bulunan materyallerin yetersiz olduğu, öğretmenlerin ihtiyaç duydukları fen materyallerini geliştirebildikleri, fen etkinlikleri için en fazla deney, soru cevap, grup çalışmaları, drama, gezi gözlem ve proje gibi yöntem ve teknikleri kullandıkları belirlenmiştir. Öğretmenlerin fen etkinlikleri değerlendirme sürecinde daha çok çocukların öğrenmesine, sonuç çıkartabilmelerine, aktif katılımlarına dikkat ettikleri bulunmuştur.
In this study, the aim is to thoroughly examine the views of pre-school teachers on the facts of science education. The study’s work group consists of 70 pre-school teachers who are working in the maternity and maternity schools associated with the Ministry of National Education located in the center of the province of Kilis. The research data was collected using the conversation technique that is often used in the quality methodology. In the analysis of data, the content analysis method was used. During the conversations, the answers given by teachers were recorded in writing, then transmitted to the computer environment and a qualified data set was created. The recorded data has been reviewed and coded. Pre-school teachers have been given in the form of a table by calculating the frequency and percentage distribution of the codes obtained in the identification of their opinions on science education. According to the research, the teachers’ opinions have determined that science education should begin in the pre-school period, that the science education course given at the university is insufficient, that the source books related to science education are insufficient, that the teachers have sufficiently defined themselves in the planning and application of science activities. The majority of teachers have been determined to do scientific activities regularly in the classroom, but the materials found in the science centers are insufficient, teachers can develop the scientific materials they need, they use methods and techniques such as experiment, question answer, group work, drama, travel observation and project for scientific activities. Teachers have found that they pay more attention to the children’s learning, results, and active participation in the process of evaluation of scientific activities.
In this study it was aimed to investigate in depth the opinions of preschool teachers related to science education phenomena. The study group consists of 70 preschool teachers who working in kindergartens and nursery class affiliated to the Ministry of National Education in the city center of Kilis province, Turkey. The data were collected by using interview technique which is frequently used in qualitative methodology. Content analysis method was used for data analysis. Teachers' answers were transferred to computer and a qualitative data set was created. The recorded data were examined one by one and coded by researchers. Frequency and percentage distributions of the codes obtained in the definition of preschool teachers' views about science education were calculated and given in the tables. As a result of the research, it was determined that science education should start in preschool period according to teachers' opinions, Science Education course given in university was insufficient, resource books related to science education were insufficient and teachers defined themselves as sufficient in planning and implementing science activities. It was determined that the majority of the teachers regularly carried out science activities in the classroom, but the materials in the science centers were insufficient, the teachers could develop the science materials they needed, and the methods and techniques such as experiment, question and answer, group works, drama, trip observation and project were the most used for science activities. It was found that teachers pay more attention to learning, educing and active participation of children in the evaluation of science activities.
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