Original article | International Journal of Progressive Education 2018, Vol. 14(3) 113-122
pp. 113 - 122 | DOI: https://doi.org/10.29329/ijpe.2018.146.8 | Manu. Number: MANU-1803-16-0001.R1
Published online: June 30, 2018 | Number of Views: 154 | Number of Download: 695
The purpose of the study was to examine and describe the attitudes of Turkish early childhood children in science. This study explored the causal factors that influence children's attitudes toward science such as teachers’ years of teaching experiences, frequency of teaching science in a week, and teachers’ teaching style. Turkish children (N=44) who live in the United States and engage in early childhood classroom involved into the study. Preschool teachers who had Turkish children in their classroom completed survey for giving information about their Turkish children experiences in their science teaching activities. The Child’s Attitude Toward Science (CATS) survey which developed by researchers was used while collecting data. The results showed that Turkish children have positive attitudes towards science especially in Life Science Topics. The results also showed that there were statistically significant relationships between Turkish children’s attitudes towards science and their teachers years of teaching experiences and frequency of teaching science in a week. The results also showed that Turkish children’s success in other activities (language, art, math) related with their attitudes towards science. The findings also showed that using text books and hands on activities during science education also had relationship with children’s attitudes towards science.
Keywords: Early childhood education, science, attitude, Turkish children
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Aktaş, Y.A. (2002). Okul öncesi dönemde fen eğitiminin amaçları. Çocuk Gelişimi ve Eğitimi Dergisi, 1(6-7), 1-7.
Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J. (2012). The Condition of Education 2012 (NCES 2012-045). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved  from http://nces.ed.gov/pubsearch.
Brenneman, K., & Louro, I. F. (2008). Science journals in the preschool classroom. Early Childhood Education Journal, 36, 113-119.
Brenneman, K., Boyd, J. S., & Frede, E. C. (2009). Math and science in preschool: Policies and practice. Preschool Policy Brief, (19), Retrieved from www.nieer.org
Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Teacher Education, 86(6), 821-839.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.
Felder, R. M., & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals, 28(1), 21-31.
Foley, B. J., & McPhee, C. (2008). Students’ attitudes towards science in classes using hands-on or textbook based curriculum. American Educational Research Association.
Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150-158.
Gillette, M. D. (1996). Resistance and rethinking: White student teachers in predominately African- American schools. In F. A. Rios (Ed.), Teacher thinking in cultural contexts (pp. 104-128). Albany, New York: State University of New York Press.
Houte, H. V., DeSmet, M. & Devliger, K. (2012, 03 31). Creative little scientists: Enabling creativity through science and mathematics in preschool and first years of primary education. D2.2 Conceptual Framework ADDENDUM 3 of 4: Literature Review of Teacher Education, Retrieved from http://www.creative-little-scientists.eu
Jones, J., & Courtney, R. (2002). Documenting early science learning. Young Children, 57(5), 34–40.
Kamay, P.O. & Kaşker, Ş.Ö. (2006). İlk fen deneyimlerim. Ankara: SMG Yayıncılık.
Karamustafaoglu, S., & Kandaz, U. (2006). Okul öncesi eğitimde fen etkinliklerinde kullanılan öğretim yöntemleri ve karşılaşılan güçlükler. Gazi Eğitim Fakültesi Dergisi, 26(1), 65-81.
Lind, K. K. (2000). Exploring science in early childhood education. (3rd ed.). Albany, NY: Delmar.
Pine, J.P., Aschbacher, P.A, Roth, E., Jones, M., McPhee, C., Martin, C., Phelps, S., Kyle, T. & Foley, B. (2006). Fifth graders’ science inquiry abilities: A comparative study of students in textbook and inquiry curricula. Journal of Research in Science Teaching 45(5), 467-484.
Tu, T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood Education Journal, 33(4), 245-251.
Varley, J., Murphy, C., & Veale, Q. (2008). National Council for Curriculum and Assessment, Science in primary schools, phase 1 final report. Retrieved from NCCA website: www.ncca.ie.
Worth, K. (2010). Science in early childhood classrooms: Content and process. SEED: Collected Papers, Retrieved from http://ecrp.uiuc.edu/beyond/seed/worth.html.
June 2018All Articles