Effects of the Sense-Based Science Education Program on Scientific Process Skills of Children Aged 60-66 Months

Autor/inn/en	Tekerci, Hacer; Kandir, Adalet
Titel	Effects of the Sense-Based Science Education Program on Scientific Process Skills of Children Aged 60-66 Months
Quelle	In: Eurasian Journal of Educational Research, (2017) 68, S.239-254 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Science Education; Infants; Science Process Skills; Pretests Posttests; Control Groups; Qualitative Research; Nursery Schools; Preschool Education; Private Schools; Experimental Groups; Comparative Analysis; Foreign Countries; Statistical Analysis; Observation; Interviews; Turkey + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Infant; Toddler; Toddlers; Kleinkind; Qualitative Forschung; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Pre-school education; Vorschulerziehung; Private school; Privatschule; Ausland; Statistische Analyse; Beobachtung; Interviewing; Interviewtechnik; Türkei
Abstract	Purpose: This study aimed to examine the effects of the Sense-Based Science Education Program on 60-66 months old children's scientific process skills. Research Methods: In this study, which carries experimental attribute features, the pre-test/final-test/observing-test control grouped experimental pattern, and qualitative research were used. Forty children who are 60-66 months old that attended independent preschool and nursery school classes in 2013-2014 education year took part in this study. Data in the study was collected with Personal Information Forms and Scientific Process Skills Evaluation Scale for 48-66 Months Old Children (SPSES). Findings: The findings obtained from the research show that the SPSES final-test score averages of the experimental and control groups have a significant level of difference (p<0.05) favoring the experimental group. When the experimental group's SPSES pre-test/final-test score averages were compared, a significant level of difference (p<0.05) favoring the final-test was seen. When the control group's SPSES pre-test/final-test scores were compared, again a significant level of difference (p<0.05) was found. Also, when the experimental and control groups' SPSES final-test score averages were compared, a significant difference (p<0.05) favoring the experimental group was determined. Though no significant difference was found when the experimental group's observation test and final-test score averages were compared, when the observation test and pre-test score averages were compared a highly significant level (p<0.05) was found. Implications for Research and Practice: When the research results were evaluated, it was concluded that the Sense-Based Science Education Program has a positive effect on children's scientific process skills. Future studies could examine children's scientific process skills in multifaceted and diverse disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01