Examination of preschool teachers' difference skills for science application and comparison by years of experience: Multi-case study

Teachers are the main actors in achieving educational goals. Being able to recognize and distinguish all subjects related to education plays a decisive role in terms of teachers' contribution to education. The aim of this study is to examine the noticing skills of preschool teachers with different years of experience with video-based noticing studies for science applications. Three teachers with 3, 6 and 11 years of experience participated in the research. In order to define the status of the participants, semi-structured preliminary interviews were conducted regarding their professional characteristics and science practices in pre-school education. Afterwards, the participants were watched pre-school activity videos on science applications in a six-week period, and data were collected through reflective interviews about the situations they noticed in the videos. According to the results, it has been seen that experience has an important role in the ability to notice science applications. However, the findings show that as the study process progresses, the participants notice the "student" focused situations from the "teacher" focused situations and explain the situations they notice in more detail. The research findings were discussed within the framework of the literature.