US and Turkish Preschoolers' Observational Knowledge of Astronomy

Autor/inn/en	Saçkes, Mesut; Smith, Mandy McCormick; Trundle, Kathy Cabe
Titel	US and Turkish Preschoolers' Observational Knowledge of Astronomy
Quelle	In: International Journal of Science Education, 38 (2016) 1, S.116-129 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1132858
Schlagwörter	Foreign Countries; Preschool Children; Astronomy; Observational Learning; Cross Cultural Studies; Knowledge Level; Semi Structured Interviews; Comparative Analysis; Comparative Education; Difficulty Level; Science Achievement; Gender Differences; Grounded Theory; Turkey + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Astronomie; Imitationslernen; Cultural comparison; Kulturvergleich; Wissensbasis; Vergleichende Erziehungswissenschaft; Schwierigkeitsgrad; Geschlechterkonflikt; Türkei
Abstract	The purpose of this cross-cultural study was to describe and compare US and Turkish children's observational knowledge of the day and night cycle and to identify similarities predicted by framework theory. Fifty-six (27 US and 29 Turkish) young children (ages 48-60 months) participated in the study. Semi-structured interviews were individually conducted, digitally recorded, transcribed, and analyzed using the constant comparative method. The results demonstrate that preschoolers from the two cultures are able to make comparable informal observations of the sky, and their observational knowledge includes many similarities, with one exception, as predicted by framework theory. US children were more likely to perform better than the Turkish children on the question about the time of observation for the moon. Although science concepts and skills are better represented in US early childhood education programs than the Turkish program, the results suggest that this advantage did not translate into performance differences between US and Turkish children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01