A study on the development and implementation of science education design for the preschool period

ABSTRACT A STUDY ON THE DEVELOPMENT AND IMPLEMENTATION OF SCIENCE EDUCATION DESIGN FOR THE PRESCHOOL PERIOD Emel YAĞMUR KOLCU, Doctorate Thesis Supervisor: Assoc. Prof. Dr. Aysun ÖZTUNA KAPLAN Sakarya University, 2022 This study covers the process of creating a science education design that will support the MEB 2013 Preschool Education Program implemented in our country in terms of scientific thinking and scientific process skills. For this purpose, the case study, one of the qualitative research methods, was used in the study carried out as a design and development research, and the stages of the ADDIE instructional design were taken as the basis for the development of science education design. In the analysis phase of the research, firstly, the science education dimension of the 2013 MEB Preschool Education Program was examined in terms of objectives and purposes, achievements, activity examples, measurement and evaluation criteria. Then, since a thematic science education was foreseen to be designed in the light of the brain-based education approach, the preschool education programs of Finland, England and Canada, which are among the programs of thematically designed countries, were examined within the framework of the same criteria in order to set an example. Afterwards, the problem determination process was completed by interviewing 12 preschool teachers working in different institutions in order to determine the problems and deficiencies experienced in science practices. The science education design, which was prepared in line with the problems identified after the analysis phase, was developed in line with the expert opinions and made ready for the implementation process. After the development process, a part of the science education design was implemented in a kindergarten located in the Küçükçekmece district of Istanbul. In the implementation phase, the suitability and applicability of the science education design, which was prepared with the observations of the researcher, the feedback of the practice teacher and the children, was tested. At the end of the implementation phase of the prepared science education design, very positive feedback was received from the practice teacher and the children. In this process, it was seen that the practice teacher did not have difficulty in the preparation and application stages, enjoyed the process, could provide variety in the activities, and there was no scientific error that would cause misconceptions during the application stage. Again, during the implementations, it was observed that the children enjoyed the activities very much, they actively participated in the activities, the activities were suitable for the level of the children, and the activities were designed in order to achieve the targeted achievements. After the application, the necessary changes and arrangements were made in the design, and the science education design took its final form. In the research, document review, observation, interview and researcher diary formed the data collection tools. The science education design developed within the scope of the research includes six themes: plants, animals, human body and health, matter, physical events, earth and space, and includes achievements in the fields of knowledge, skills, perception, environment, profession introduction, scientist and value. In order to gain these achievements, a total of 61 activities have been developed that center children in the design. The achievements and activities in the design are associated with cognitive, language, social and emotional, motor and self-care development features that are aimed to be developed in the MEB 2013 Preschool Education Program. It is expected that the prepared science education design will support and enrich the preschool education program and guide the science education practices of preschool teachers. Keywords: Science education, science education design, pre-school, curriculum, supplementary/integrative program