DOI: 10.14704/nq.2018.16.11.1263

Effect of the Cooperative Learning with Family Involvement Based Science Education on the Scientific Process Skills of 5-6-Year-Old Children

Ayşegül Ulutaş, Mehmet Kanak

Abstract


Purpose of this study is to investigate the effect of the cooperative learning with family involvement-based science education on the scientific process skills of 5-6-year-old children. In the study a pre- post-test control group design was used. The data were obtained using the "General Information Form", developed by the researchers, the "Cognitive Process Skills Evaluation Form" and "Semi-Structured Interview Form". The study group consists of 60 children (30 in the experimental group, 30 in the control group) receiving preschool education in the spring semester of 2016-2017 academic year. The cooperative learning-based science education program with family involvement include activities such as eddies, shadows, mirrors, plants' breathing, water power, etc. that can support scientific process skills of children. Data were analyzed using SPSS 22 package program. Since the data has no normal distribution, the Wilcoxon signed-rank test was used for intra-group comparisons and Paired Sample t Test was used for inter-group comparisons. As a result of the study, a significant difference between experimental and control groups was found in favor of the experimental group in the development of scientific process skills of children. According to this result, it can be said that cooperative learning with family involvement-based education program supports the scientific process skills of children of 5-6 years of age. It may be suggested that cooperative learning with family involvement-based science education should be included and popularized in preschool education.

Keywords


Cooperative Learning, Family Involvement, Science, Scientific Process

Full Text:

PDF

References


Akman B. Bilim ve çocuk. Çoluk Çocuk, (22) 2003; 23.

Akman B, Üstün E, Güler T. 6 yaş çocuklarının bilim süreçlerini kulllanma yetenekleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 2003; 24(24): 11-14.

Albayrak H. Okuma Yazma Eğitimine Hazırlık Çalışmaları. Selçuk Üniversitesi Anaokulu/Anasınıfı Öğretmeni El Kitabı, Rehber Kitaplar Dizisi. YA-PA Yayınları, İstanbul 2000: 45-54.

Bartan M. Okul öncesi öğretmenleri için bilimsel süreç becerilerine yönelik eğitim programının geliştirilmesi ve uygulanması. Yayımlanmamış Doktora Tezi Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü Bursa, 2014.

Büyüköztürk Ş. Sosyal Bilimler İçin Veri Analizi El Kitabı, Ankara: Pegem Akademi Yayıncılık, 2011.

Büyüktaşkapu S. Yapılandırmacı yaklaşıma dayalı bilim öğretim programının 6 yaş çocuklarının bilimsel süreç becerilerine etkisi. Yayımlanmamış Doktora Tezi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü. Konya, 2010.

Civelek P. Açık alan etkinlikleriyle desteklenmiş okul öncesi eğitimin öğrencilerin bilimsel süreç becerilerine etkisi. Yayımlanmamış Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir, 2016.

Crowley K, Callanan MA, Jipson JL, Galco J, Topping K, Shrager J. Shared scientific thinking in everyday parent‐child activity. Science Education 2001; 85(6): 712-32.

Çepni S. Araştırma ve Proje Çalışmalarına Giriş, Celepler Yayıncılık. Trabzon, 2007.

Doğan İ. Okul öncesi öğretmen adaylarının bilimsel süreç becerilerinin belirlenmesi. Yayımlanmamış Yüksek Lisans Tezi Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Kütahya, 2014.

Eshach H, Fried MN. Should science be taught in early childhood?. Journal of Science Education and Technology 2005;14(3):315-36.

Ezmeci F, Akman B. Thinking Skills in Early Childhood Reggio Emilia Approach and High / Scope Program. International Journal of Early Childhood Education Studies 2016; 1 (1): 1-13.

Field, A. Discovering Statistics Using IBM SPSS Statistics (4th ed.), Los Angeles: SAGE Publications, 2013.

French L. Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly 200; 19(1): 138-49.

Gomes JJ. Using a creativity-focused science program to foster general creativity in young children: A teacher action research study. UMI: 3166419 ProQuest Information and Learning Company, USA, 2005.

Günşen G. Yapılandırıcı yaklaşıma dayalı bilim eğitiminin 5 yaş çocukları üzerindeki etkileri. Yayımlanmamış Yüksek Lisans Tezi Trakya Üniversitesi Sosyal Bilimler Enstitüsü, Edirne, 2015.

Haktanır G, Kan TG. Okulöncesi Dönemdeki Çocukların Hayvanlara İlişkin Düşünceleri. 4. Fen Bilimleri Eğitim Kongresi. Ankara: Milli Eğitim Basımevi, 2000.

Holt BG. Science with young children. Washington: National Association for the Education of Young Children, 1991.

Hovardaoğlu S. Davranış Bilimleri İçin Araştırma Teknikleri, Hatiboğlu. Ankara, 2007.

Howe, A. C. and Jones, L. Engaging Children in Science. New Jersey: Prentice Hall Inc., 1998

İrkörücü S. Okul öncesi eğitim kurumuna devam eden 6 yaşındaki çocuklara uygulanan ev odaklı matematiksel destek programının çocukların matematiksel kavram edinimine etkisinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, 2006.

Jones G, Taylor A, Forrester JH. Developing a scientist: A retrospective look. International Journal of Science Education 2011; 33(12): 1653-73.

Kuru N, Akman B. Examining the scientific process skills of pre-school children in terms of teacher and child variables. Education and Science 2017; 42 (190): 269-79.

Kuru N. 48-66 aylık çocukların bilimsel süreç becerileri ve matematik kavramları arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü Ankara, 2015.

Lindblom S. White M. Let’s explore. Arkansas department of human services division of child care and early childhood education. Arkansas Children’s Week 2011; April, 10-16.

Özkan B, Önder A. Valıdıty relıabılıty study of scıentıfıc process skılls scale for 60-72 months. International Journal of Educational Sciences 2015; (8): 214-23.

Öztürk M. The effects of inquiry-based science education program on language and concept development of 60-72 months old children with scientific process skills. PhD thesis. Hacettepe University Ankara, 2016.

Sanders MR, Turner KM, Markie-Dadds C. The development and dissemination of the Triple P—Positive Parenting Program: A multilevel, evidence-based system of parenting and family support. Prevention Science 2002; 3(3): 173-89.

Seldin T. How wonderful children are raised. Istanbul: Kaknus, 2008.

Strife S. Reflecting on environmental education: Where is our place in the green movement. The Journal of Environmental Education 2010; 41(3): 179-91.

Şahhüseyinoğlu D. Children as researchers: a report from 6 year old Turkish students “science “ classroom. Procedia Social and Behavioral Sciences 2010; 2, 5152- 56.

Tavşancıl E. Measurement of attitudes and data analysis with SPSS. Nobel Publishing, Ankara, 2002.

Tezel Şahin F, Özyürek A. Parents' education and pre-school family participation. Istanbul: Morpa Publishing House, 2010.

Şahin FT, Ünver N. Family participation in preschool education programs. Kastamonu Education Journal 2005; 13(1): 23-30.

Trundle, K. C. Teaching science during the early childhood years. 2010. http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf Accessed date: February,05,2018.

Uysal D. Teachers' opinions on the functionality of science and nature activities in preschool education institutions. Master Thesis). Anadolu University Institute of Educational Sciences, 2007.

Yaşar Ş. Affective features for science in pre-school education students. 9. Ya-Pa Preschool Tutorial. and Common. Seminar, Ankara: 1993: 140-42.

Yurdugül H. Use of scope validity indexes for scope validity in scale development studies. XIV. National Congress of Educational Sciences 2005; 1: 771-74.

Zembat R, Agenda. The place of the family in the socialization of the child in pre-school period. Istanbul: Ya-Pa Publications, 2001: 30-60.


Supporting Agencies





| NeuroScience + QuantumPhysics> NeuroQuantology :: Copyright 2001-2018