The effect of scientific reasoning based educational activities on the perspective taking skills of 4 and 5 years old children

This research was carried out to examine the effects of scientific reasoning based educational activities on the perspective taking skills of 4 and 5 year old children. In the research, quasi-experimental design with pretest-posttest control groups was preferred among the quantitative research designs. In addition, the placebo group was also included in the research. Random sampling was preferred while determining the study group. In the study, the perspective taking test (ÇBT) for children and the scientific reasoning rating inventory prepared by the researcher were used, and the demographic information of the children was taken. Wilcoxon Signed Ranks test and Mann Whitney U test were used in the analysis of the data. According to the results of the research, the pretest and posttest scores of the 4-year-old experimental group and the 5-year-old experimental group children's Perspective Taking Test were found to be in the perceptual perspective taking, emotional perspective taking, cognitive perspective taking and test total scores on both sides statistically significant difference was observed in the both age group (p<0.05). In addition, it was observed that there was a statistically significant difference in favor of the experimental groups in the dual measurement of both age groups in the experimental and placebo groups and in the dual measurement in the experimental and control groups (p<0.05). It was observed that there was no statistically significant difference between the posttest and retention test scores of the children in the 4-year-old experimental group and 5-year-old experimental group (p>0.05). As a result of the information obtained with the scientific reasoning rating inventory, it can be said that the development of information technologies contributes to children's scientific reasoning skills, activates the use of long-term memory, supports their focusing skills, supports academic self-esteem, improves the creativity of the child and contributes to scientific process skills. As a result of this study, it has been found that the development of alternative perspectives can be possible with scientific reasoning based educational activities.