An investigation of preschool teachers' views on scientific research and their use of science teaching opportunities

This study examines preschool teachers' views on scientific research and their utilization of science teaching opportunities. The aim is to understand teachers' perceptions of scientific research and how these perceptions are reflected in educational practices. Teachers' knowledge levels, implementation abilities, and challenges faced regarding scientific research are thoroughly analyzed. Both qualitative and quantitative data collection methods were employed. For quantitative data, the Views About Scientific Inquiry (VASI) interview form was utilized to gather perspectives from a diverse group of teachers. In the qualitative data collection process, the Science Walk Interview Protocol and observer notes during interviews were used. These techniques were employed to understand teachers' attitudes, knowledge levels, and practices concerning scientific research and science teaching. The study involved 60 preschool teachers from Altıeylül and Karesi districts of Balıkesir. The findings indicate that teachers generally have a positive attitude towards scientific research but face some obstacles in practice. These positive views enable them to adopt more innovative teaching methods in educational processes. However, the reflection of these attitudes in classroom practices is limited. The main obstacles include time constraints and a lack of resources. One of the significant findings of the study is that teachers need more support in utilizing scientific research and science teaching opportunities. It was found that in-service training programs are inadequate, and teachers face difficulties in accessing professional development opportunities. This situation poses a serious barrier to the integration of scientific research methods into classroom practices. In conclusion, several recommendations are made to enhance the effectiveness of preschool teachers in science teaching. These include strengthening professional development programs, providing more resources for classroom practices, and better integrating scientific research methods into the curriculum. Additionally, the formation of professional learning communities where teachers can collaborate on scientific research and teaching topics is recommended. This study aims to be an important resource for future research in this field by providing a detailed analysis of preschool teachers' attitudes towards scientific research and their use of science teaching opportunities. The results can guide educational policy-making and support the professional development of teachers. Ultimately, this study contributes to the improvement of science teaching in preschool education and the identification of strategies to enable teachers to play a more effective role in this process.