Concept acquisition and the effectiveness of the GEMS (great exploration in math and science) science and mathematics program adapted to the ministry of education pre-school education program in preparing six year old kindergarten students for primary education

The purpose of this research is to examine the concept acquisition and the effectiveness of the GEMS (Great Exploration in Math and Science) Science and Mathematics Program adapted to the Ministry of Education Pre-school Education Program in preparing six year old Kindergarten students for primary education.Of the survey sample, the experimental group as ISTEK Private Kindergarten Bilge Kağan with the ongoing students and GEMS Program implemented under 40 children in the age group of six; Beykent Private Kindergarten constituted the control group with 40 children who are not implemented GEMS program. The experimental fact of this study, pre-test-application and post-test pattern was given the experimental group, and only the pre-test and post-test was given to the control group. For 80 children who constitute the sample, (date of birth, gender, number of siblings, experience and length of pre-school education) personal information (life style, age, educational status and profession) form was filled about the parents. GEMS Science and Mathematics Program were applied for 12 weeks in total 81 hours in the experimental group. The last tests were made after the applications terminated. Bracken Basic Concept Scale (BBCS), Marmara Primary School Readiness Scale and a personal information form was applied.In the analysis of data, descriptive statistics were done for the analysis of demographic information to the experimental and control group students. Between experimental and control group Unrelated (Independent) Sample t-test was done to see whether the differences between pre-test and post-test measurements are meaningful or not. In the experimental group Paired Samples t-test were made to test whether to find a significant difference between pre-test and post-test scores.With the revised project basis approach GEMS Science and Mathematics Program BBCS results, the number, size, comparison, shape, direction / location, personal / social awareness, building / material, quantity, time, the concept of total test scores and school of preparatory Generator (SRS) were effective, but no significant difference was found between experimental and control groups of the concept of acquiring the color of the pre-test and final test results. The reason of this result is a consequence of students who have already acquired the concept of color.According to the results of the Marmara Primary School Readiness Scale, GEMS Science and Mathematics Program; acquisitions of children's math / science and application form for the total score was effective, on the other hand sound, line, labyrinthine reading and writing sub-tests that was not effective in the development of skills. According to the scale?s development form results, the GEMS Science and Mathematics Program; is deemed to be effective in the development of all areas (cognitive / language, social / emotional, physical, self-care).Implemented in the experimental group of children GEMS Science and Mathematics Program the concept of BBCS total score, the school readiness (SRS), BBCS lower test scores was compared to Marmara Primary School Readiness Scale and Development Application Form and Sub-total test scores by gender.The gender factor on the children does not generate a significant difference on the Concept Development of children, the concept of acquiring the color formed a significant difference was found on the school attendance period. It was found no difference in BBCS? s children school readiness scores with respect to gender and school attendance period. According to Marmara Primary School Readiness Scale results; science, mathematics, sound, line, maze, mind / language, social / emotional development, physical development and self-care, no gender difference was found, significant differences were found among those who go to school regularly . Children who are ongoing for more than a year to school were received higher lower test scores from physical development and self-care.One of the most important events of Pre-school education programs, science and math studies is, using activities which take interest and curiosity of children, allowing access to information by themselves, and using scientific processes such as observation, research, questioning, discussion, will be effective for their school readiness development. During pre-school project basis approach that includes all of the methods and processes. In addition, project basis approach, covers the full range of activities (art, music, drama, games and movement, reading and writing preparation, leisure, science and mathematics, Turkish) in the pre-school education program.The findings obtained from BBCS and Marmara Primary School Readiness Scale, the Ministry of Education Pre-School Education Program project basis approach adapted to work with the GEMS Science and Mathematics Program, has supported that program is effective on six year old kindergarten students with the concept acquisition and developing school readiness.