Determination of Pre-school Teachers’ Preferred Acquisitions and Methods for Science Activities

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In the current study, based on the data showing for which of the cognitive acquisitions stated in the Pre-school Education Program (Ministry of National Education, 2013) the pre-school teachers have planned science activities, the science activities of the pre-school teachers were evaluated. Within the context of the evaluation of the pre-school teachers’ science teaching applications, it was attempted to determine for which acquisitions the pre-school teachers are planning science activities and which methods they prefer to achieve the objectives of the program. The current study employing the survey method determined 150 pre-school teachers working at private or state preschools located in the central province of the city of Aksaray and all the universe was attempted to be reached. The researchers developed a Science Applications Evaluation Questionnaire aiming to elicit information about whether the teachers are planning science activities to make their students achieve 20 acquisitions stated in the Cognitive Field of Pre-school Education Program of the Ministry of National Education in 2013, if they are planning, which methods they are preferring and if they do not, why. As a result of the descriptive analysis, the most and least preferred acquisitions targeted by the pre-school teachers in the cognitive field while planning and implementing their science activities were determined. As a result of the analysis conducted to determine the methods used by the pre-school teachers, it was concluded that while educational games, experiments, drama, problem solving and concept maps are the most preferred ones, analogy is the least preferred one.

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Pre , school teacher , pre , school science education , teaching methods

Mersin University Journal Of The Faculty Of Education

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Mersin University Journal Of The Faculty Of Education