Reviewing the concept teaching practices of preschool teachers

This study was conducted to examine how pre-school teachers included content items in science concept teaching activities. The concept teaching practices used by the teachers in the activities they applied to the 6-year-old children were observed and the process was recorded with a camera. After the implementation of the concept teaching activities, interviews were held with the teachers. While collecting the research data, qualitative research methods consisting of observation, interview and document analysis were used. In-class observation and interview records were transcribed and examples of the activity plans used by teachers in teaching concept were taken. Before the analysis of the data, the analyzes of the concepts that the teachers taught were made by the researcher. In the process of concept analysis, the opinions of experts in the fields of science and education program were taken. Teachers; activity plans for concept teaching, documents related to teaching activities, and data obtained from the interview were analyzed within the framework of concept analysis. In the study, it was concluded that teachers mostly included the name, definition, distinctive features and examples of the concept in the activities for teaching science concepts, while the content elements they included the least were the non-distinctive features and non-examples of the concept.In this context, it is thought that the findings obtained from the research will also be a source for similar studies to be conducted in the domain. Keywords: Concept teaching, science concepts, concept analysis, six-year-old children, content items.