The effect of using concrete materials in preschool science education on children's learning of science concepts

The aim of this study is to contribute to preschool science education studies and to examine the effect of using concrete materials in science education on children's learning of science concepts. The study consisted of a total of 38 children aged 60-72 months studying in 2 different branches of a kindergarten in a public school in the 2023-2024 academic year. Of these children, 19 were in the control group and 19 were in the experimental group. The researcher prepared data collection tools of picture analysis and evaluation forms about internal organs and planets. After the pretests were administered to both groups, the relevant activity plans prepared by the researcher were implemented for 2 days and 2 activity times. The control group was taught using the lecture method and supported by visuals. The experimental group, on the other hand, was taught with both visuals and materials in addition to the lecture method. At the end of the application, the same measurement tools were reapplied to both groups as a post-test. In the applied data collection tools, scoring was graded as 1, 2 and 3 points according to whether the answer was complete, incomplete or incomplete in the evaluation form, and graded as 1, 2 and 3 points according to the presence, similarity and absence of organs and planets in the picture analysis. The research is a quasi-experimental study. Data analysis was carried out using SPSS 25.0 program. As a result of the study, it was observed that there was a significant difference in favor of the experimental group in the post-test scores. It can be said that there was a higher increase in the post-test scores of the experimental group, which was practiced with lecture method, visuals and concrete materials, compared to the control group, which was practiced with lecture method and visuals.