Middle-East Journal of Scientific Research 23 (11): 2619-2626, 2015

ISSN 1990-9233
IDOSI Publications, 2015
DOI: 10.5829/idosi.mejsr.2015.23.11.22389

The Effects of Supportive Scientific Activities Education Program on

Pre-School Teachers Usage Levels of Basic Scientific Process Skills
1
Sara Kefi and 2Mustafa Uslu

Foa Municipality, Pre-school Education

1

2
Department of Educational Sciences, Vocational Education Faculty, Seluk University

Abstract: The main purpose of the present research is to reveal the effects of Supportive Scientific Activities
Education Program that was developed by the researcher on Pre-school teachers usage levels of Basic
Scientific Process Skills in the educational environment. Pre-test post-test control group design model was used
in the research. The sample of the research was formed with teachers from two independent pre-schools located
in Izmir with 34 participants as experiment group and the control group was formed with teachers from other two
independent pre-schools located in Izmir as well with the total number of 34 pre-school teachers teaching during
the academic year of 2013-2014. In order to collect the data Pre-School Teachers Usage Levels of Basic
Scientific Process Skills Scale (PSTULOBSPSS) which was developed by the researcher was used. Dependent
t-test was used to compare experiment and control group pre-test and post-test average scores. Additionally,
experiment and control group post-test average scores were compared with the independent group t-test.
According to the findings of the present research, the difference between the average scores of teachers
forming the experiment group who took Supportive Scientific Activities Education Program and the control
group was significant in terms of using Basic Scientific Process Skills in favor of the experiment group at 0.05
level. In addition, there were no significant differences regarding PSTULOBSPSS post-test persistency average
scores of the experiment group statistically at 0.05level. In other words, the Supportive Scientific Activities
Education Program taken by the experiment group had a permanent effect on teachers levels of usage of Basic
Scientific Process Skills. The findings of the present research show that Supportive Scientific Activities
Education Program is effective and permanent on teachers levels of usage of Basic Scientific Process Skills.

Key words: Basic Scientific Process Skills Pre-school Teachers

INTRODUCTION Scientific process skills can be defined as thinking

The main purpose of science is explainingthe world
through scientific process which is known as scientific
research [1]. Pre-school concept can be defined as a
school where children learn basic concepts and they gain
scientific process skills which is also full of experience
[2]. NSTA (National Science Teachers Association)
states that science education must be given to children
since pre-school, not only as of secondary school or
high school. However, many adults including
academicians underestimate childrens capacity of
understanding main points of science education with
the implementation of science process skills at their early
ages so they do not provide them the appropriate
conditions to develop their science skills and create
conceptual field [3].
skills which are used in creating theory and suitable
knowledge, solving problems and formulating these
results [4]. Scientific process skills are tools which help
learning and understanding the scientific studies.
Moreover, it plays a significant role in education [5].
There are two types of scientific process skills;
fundamental and complementary. Children can acquire
basic scientific process skills as of pre-school period. On
the other hand, complementary process skills can be
acquired in primary education and upper levels of
education. Furthermore, acquired basic scientific skills can
be defined as the core points of complementary scientific
skills. Therefore, fundamental scientific process skills are
considered as epicenturum of pre-school education and
children have to be educated effectively about basic
scientific processing skills during the pre-school

Corresponding Author: Sara Kefi, Foa Municipality, Pre-school Education

2619
 Middle-East J. Sci. Res., 23 (11): 2619-2626, 2015
education.However, it is hard to educate pre-school
children effectively about the scientific process skills as
there are many factors which play important roles in
gaining these skills such as students, programs, external
factors, enviorenment and teachers role.
Based on various researches, NRC [3] state those
teachers have a significant role on qualified science
education and family members and individuals in the
society can be more successful with the help of well-
educated teachers. Teachers critical role cannot be
denied on childrens science education but many
researches reveal that many pre-school teachers do not
pay enough attention to teaching science to pre-school
students [6]. Despite the advice of many theorists of
evolution, teachers avoid teaching science applications in
their daily routines during the early childhood education.
The reasons for this are reported as low perception of
teachers on science education in early childhood and lack
of experience to manage attendance of children to science
activities [7]. Improving the knowledge and education
skills of teachers with professional development
opportunities are very important when they try to gain the
scientific processing skills [8].Consequently, teachers
have to provide students with extra time to study science
in order to fill their information gap [9-17] state that pre-
school teachers are not well-equipped to teach children in
schools about BSPS, they cannot make children have
positive attitudes towards learning science, they are
insufficient with the science knowledge and they have
difficulties in planning, coordination and implementation
of activities for students to improve their BSPS. Recently
in many countries there has been an attempt for creating,
applying and improving the science-centered pre-school
curriculum which supports science education and which
brings both the content and the process objectives into
the forefront. Science Start [18], S.A.M.E. (Science and
Math Excellence) [19], Science Lab [20], STEM (Science,
Technology, Engineering, Mathematics) [21] and MTP-M-
S (My Teaching-Partner-Mathematics-Science) [22]
programs can be given as examples. The main aim of these
programs into continuously support teachers who will
implement the programs about how BSPS is implemented
in the field of education.
The studies conducted on scientific process skills in
Turkey are very limited, especially whencompared to
similar studies in European countries and the USA. The
studies done in Turkey on Scientific Process Skills level
and the usage level of these skills in class of pre-school
teachers, prospective pre-school teachers, primary school
teachers and prospective primary school teachers show
2620
that the Scientific Process Skills and the usage level of
these skills of both teachers and prospective teachers are
at a very low level. The common reasons of such a law
level are lack of content knowledge, technical knowledge
and method; not having enough interesting science and
teaching science; lack of ability to design materials and
tools; having difficulties in bringing BSPS into classroom,
its application and planning activities; and not being able
to reach the goals that already exist within the program
effectively [23-33]. At this point, to be deprived of a rich
content science program to increase pre-school teachers
usage level of BSPS in our country appears to be the
essential challenge.
In this context, the main aim of the present research
is to seek an answer to the question whether Supportive
Science Activities Education Program (SSAEP) has an
influence on pre-school teachers usage level of Basic
Scientific Process Skill.
On the other hand, the sub goals of the research are
to seek answers to the following two questions: 1.Does
Supportive Science Activities Education Program
(SSAEP) affects the usage level of pre-school teachers
observation, prediction, measurement, data recording,
communication, experiment/experimentation, inference
skills in Basic Scientific Process? 2. Is there a significant
difference between the post-test results of the usage level
of Basic Scientific Process Skills of the teachers in SSAEP
experiment group and the persistency scores obtained
after the ten-week application of the program?
MATERIALS AND METHODS
In the present research, the pre-test post-test control
group design has been preferred to be used.54 formal
independent pre-schools affiliated to Izmir Provincial
Directorate for National Education in 2013-2014 Academic
Year form the targeted population of the study. 68 pre-
school teachers who work at 5 different pre-schools were
selected by using random cluster sampling method.
Participant teachers were selected among the teachers
who had 86 points or less romper-School Teachers Usage
Levels of Basic Scientific Process Skills Scale
(PSTULOBSPSS). These teachers were separated into two
groups as experiment group with 34 participants and
control group with 34 participants [23].
Data Collection Methods: In the present research,
PSTULOBSPSS was used in order to evaluate there-
school teachers usage levels of basic science process
skills. The scale which was entitled Pre-School
 Middle-East J. Sci. Res., 23 (11): 2619-2626, 2015
Teachers Usage Levels of Basic Scientific Process Skills
Scale (PSTULOBSPSS) was developed by the researcher
in2012-2013 Academic Year. The validity and reliability of
the scale were tested on 471 teachers who worked for
formal pre-schoolsat the Ministry of National Education
in Ankara, Izmir, K rklareli, Istanbul, Sakarya and Konya.
KMO (0, 93) and Barlett test were used in order to explain
sample efficiency and generalizability.Furthermore, expert
opinion and Pearson Fomenter multiplication correlation
were used in order to examine the face validity and
content validity. After the reliability analysis, the
Cranachs Alpha reliability coefficient of the scale was
found as 0,95 and the degree of reliability was accepted as
satisfactory for all sub-dimensions as well.
Thisvalueshows that the reliability ofPSTULOBSPSS
scale is good. In order to test the internal consistency and
half finish test safety, Cranachs Alfa and Split Half Test
(88, 6) were implemented respectively in order to complete
half of the test and examine the reliability of the internal
consistency [24]. Assessment and evaluation instrument
consists of 43 items and 7 dimensions. On the other hand,
5 pointLikerrt scales was used ranging from 1 never, 2
low, 3 partly, 4 generally, to 5 always. The lowest experiment group were calculated as =79,65 and the post-
score to be taken from the scale is 43 and the highest
score is 215.
Supportive Scientific Activities Education Program
(SSAEP): The main purpose fosse used in the present
research is increasing pre-school teachers usage level of
BSPS (Basic Science Process Skills) in the updated pre-
school program. The structure of SSAEP can be
summarized as planning, providing the material, creating
curiosity, starting the use of BSPS through games and
guiding children for the evaluation of the results.
Data Collection: In there-test implementation stage, the
experiment and control groups PSTULOBSPSS score
averages were tested with t-test analysis in order to
understand whether the usage levels of BSPS variable of
the experiment and control groups are close to each other.
The obtained t-test result (-1,202) which was given in
Table 1 was not found as significant. Therefore, it is
possible to state that there is no significant difference
between the BSPS usage level of the experiment and
control groups. Consequently, it can be stated that
groups are simulated.
Implementation of Supportive Scientific Activities
Education Program: The SSAEP which includes 7 BSPS
and which was developed by the researcher was
implemented for 14 weeks, once a week for 1.5 hour as two
separate 45-minute sessions. Following this step, the
researcher joined classes and guided the teachers
implementation for 10-15 minutes.
Data Analysis: Kolmogorov-Simirnov test was
implemented in order to analyze whether the distribution
of scores compansate with the hypotheses of normality
required for parametric tests. At the end of the analysis,
the results indicated no difference with the normal
distribution D (68) =, 075, p>0, 05.
Findings: In this part, the findings obtained from
appropriate statistical techniques about the sub goals of
the research were explained.
The results of the effects of Supportive Scientific
Activities Education Program on teachers usage
level of basic science process skills were given in
Table 2.
As a result of the conducted analyses, the
PSTULOBSPSS(total) pre-test score averages for the
test score averages were calculated as =200,85. Therefore,
it can be stated that there is significant difference between
the PSTULOBSPSS pre-test and post-test score averages
of the experiment group in favor of post-test results
(p<0.05). This result demonstrates that teachers usage
level of basic science process skills was significantly
increased. Accordingly, it is possible to conclude that the
changes which were observed on teachers usage level of
basic science process skills can be because of the SSAEP
and teachers usage level of all TBSB has increased[25-
30].
The results of the comparison between
theexperiment groups post-test score averages and
the control groups post-test score averages were
given in Table 3.
When the results are examined, it can be observed
that the PSTULOBSPSS post-test score averages of the
experiment group was =200,85 whereas the control
groups post-test score average was =81,03. The t-test
result obtained after the comparison was found 73,386
which is acceptable at 0.05 level. These findings showed
that the usage level of BSPS in the experiment group was
higher than the usage level of the control group. Thus, it
is possible to conclude that the BSPS usage level of
teachers in the experiment group have been positively
affected and increased.
2621
 Middle-East J. Sci. Res., 23 (11): 2619-2626, 2015

Table 1: t-test result of independent groups for the comparison of the experiment and control groups PSTULOBSPSS pre-test scores
Groups N Ss T P
Basic Scientific Process Skills Experiment 34 79,64 5,43 -1,202 ,234
Control 34 81,14 4,84

Table 2: t-test scores of independent groups for the comparison of the experiment groups PSTULOBSPSSpre-test and post-test scores
Tests N Ss T p
Basic scientific process skills Pre-test 34 79,65 5,43 -68,926 ,001
Post-test 34 200,85 8,09

Tablo 3: t-test scores of independent groups for the comparison of the experiment and control groups PSTULOBSPSS post-test scores
Groups N Ss T P
Basic Science Process Skills Total Experiment 34 200,85 8,09 73,386 ,001
Control 34 81,03 5,02

Table 4: t-test scores of independent groups for the comparison of the PSTULOBSPSS post-test persistency test of the experiment group
Tests N ss T p
Basic science process skills Post-test 34 200,85 8,09 -1,856 ,072
Persistency test 34 201,74 6,53

Table 5: t-test scores of the dependent groups for the comparison of the experimentgroupsPSTULOBSPSS sub dimensions of prediction and measurement
skills post-testpersistency test
Tests N ss T P
Prediction Post-test 34 28,03 1,80 -2,925 ,006
Persistency test 34 28,44 1,33
Measurement Post-test 34 32,29 1,45 -2,429 ,021
Persistency test 34 32,71 1,14

The results of the persistance of Supportive skills of observation, experiment/experimentation, data

Scientific Activities Education Program were given
in Tables 4 and 5.
Table 4 showed that the score avarages of experiment
groups PSTULOBSPSS post-test was calculated as =200,
85 and the score avarages of the persistency test was
calculated as = 201, 74. When these results are examined,
it is possible to state that there is no significant difference
found between the BSPS post-test score averages of the
experiment group and the persistency test score averages
(p>0.05).Consequently, there is permanent effect of
SSAEP on BSPS and an increasing partial effect of the
implementation can also be seen.
After the statistical analysis of each dimension of the
scale, there was no significant difference (p>0.05) found
between the post-test persistency test score averages the
experiment group on observation, experiment/
experimentation, data recording, communication and
inference skills of teachers BSP. This indicates that there
is permanent effect of teachers basic science process
recording, communication and inference, which also
proves the continuation of the effect of the
implementation.
Table 5 showed that there was significant difference
between the post-test and persistency test score averages
of the experiment group with the teachers who have
received SSAEP for the measurement and prediction skills
of BSP in support of persistency test (p<0.05). This result
indicates that SSAEP has a permanent effect on the usage
level of measurement and prediction skills of BSP and the
effect of the implementation increases progressively [31-
40].
RESULTS AND DISCUSSION
Children have to be encouraged to gain science
processing skills and science literacy from very early ages
in order to understand the importance of science and its
nature. However, teachers are considered as practicioners
so they have to make plans on BSPS which can be

2622
 Middle-East J. Sci. Res., 23 (11): 2619-2626, 2015
implemented in the field of education and they also have
to create and/or doactivities about science. First, in order
to be successful, teachers have to be well-equiped.
It is also stated [34] that activities like observation,
forecasting, communication, measurementshould be
included in the pre-school education program.
However,no sampling that implements all skillsintegrated
in activities has been made so far.It is also stated [35;36]
that integrating content and science process skills was
more efficient than teaching these skills seperately.
Researchers [37] who have taken place in MTP-MS
(MyTeachingPartner-Mathematics and Science) program
and others [25]have combined all of the BSPS
implemented in pre-school classes with the method of
games. Teachers involved in the implementation of
SSAEP stated that they had rarely and separately dealt
with the activities towards gaining and the demonstration
of the skills like observation, experiment and
measurementbefore they participated in the research [34].
This has also been proven with the results of the pre-test
and post-test score averages of the experiment and
control groups.Previous suggestions were taken into
consideration by the researcher while preparing the
content of SSAEP.
Throughout the 14-week research, teachers have
been given the opportunity to identify the contents of
physics, biology, space science, engineering/technology
that are suitable for the growth of students and to plan
activities that students can use while combining all BSP
skills in the process of gaming. Active participation of
students during the experiment is vital for an appropriate
learning and use of BSPS.There is an important role for
teachers who have takenpart in SSAEP experiment group
in terms of implementing strategies to create curiosity on
children, keeping children motivated with using the game
process, letting children think about researching, planning
activities considering childrens age and developmentand
especially finding appropriate questioning techniques
about science process skills before they start to
implement BSPS.Teachers gaining experience about
science process skills have provided positive effect on
the persistency of SSAEPso that they were able to include
the gainings and demonstrations indicated in the program
prepared by the Ministry of National Education more
frequently with a high level of BSPS implementation. In
the research the statistically meaningful difference
(p<0.05) between teachers usage level of BSPS and the
pre-test and post-test score averages in the experiment
group has shown that the training on SSAEP provided
to the teachers in the experiment group affected their
usage level of BSPS.
2623
As a part of American Association for the
Advancement of Science (AAAS) Project-2061, National
Science Education Standards were developed
[38].NRC(National Research Council), NCTM(National
Council of Teachers of Mathematics) and NAE (National
Association for the Education of Young Children) have
worked together and developed projects such as Trainer
of Modules, Problem Solving for the Young Child,
Collaborative Coaching Project in order to support
professional development of pre-school teachers to use
these standards in science and math education[8]. The
main focus of such studies was to support and encourage
pre-school teachers to have a university diploma in the
field of pre-school education and to become well-
equipped teachers with the help of various supportive
programs and in-service training.The results of the
project showed thatthe quality of teachers who
participated in the research increased, they became more
confident about teaching science, they started to
implement science education more in their classes and
accordingly children became more motivated and more
curious about science education. Pre-school teachers
implementing more qualified science education might also
mean that they have started to implement BSPS at a higher
level. The results of the above-mentioned studies are in
parallel with the present study.
Before the implementation process of SSAEP,
teachers in the experiment group were asked to watch the
video which was recorded in the workplace of the
researcher with the students and teachers of that school
in order to show good samples of the implementation of
BSPS usage. Furthermore, 2-3 photos taken during the
implementation process were shared with the teachers on
a weekly basis. The videos and pictures were also
transferred to computers so that teachers were able to see
them again when needed. Nevertheless, teachers had an
internet-based communication with the researcher on the
days in between two implementation weeks. In other
words, teachers in the experiment group were also
supported by the researcher on technology use through
mentorship. Teachers received immediate feedback about
the implementation of BSPS so that they could use their
implementation samples as a guide. Besides, teachers in
the experiment group were encouraged to prepare and
implement a number of activities with children in gaming
process every week. Later they were encouraged to
present these implementationsin sessions and to become
aware of the deficiencies of these implementations by
making contributions. Consequently, teachers in the
experiment group overlearnt the usage of BSPS through
experiencing during the SSAEP. The meaningful
 Middle-East J. Sci. Res., 23 (11): 2619-2626, 2015
difference between pre-test and post-test score
avaragesof the teachers in the experiment group teachers
has revealed that experiences from these implementations
have helped them use BSPS at a high level in the field of
education.
The standards examined in the present research and
developed by Norcia 1996 [38] under the name of AAAS-
Project 2061 have been revised since 2009. Also, NGSS
(Next Generation Science Standards) was republished in
2013 with the content of the period from pre-school to the
end of high school and science content subjects were
identified by NRC [38] and NGSS [39] according to the
information provided by these standards. It is unfortunate
that there have not been science standards that include
pre-school education in Turkey [40]. Turkish Ministry of
National Education [34] stated that gaining and
demonstrations can be associated with BSPS whereas
they were considered as insufficient; there have not been
provided such specified science content areas in the
current pre-school education program in Turkey. Teachers
decide on the science content to be taught without being
based on any plans, rather based on their own choices
but it is unfortunate that they do not plan the activities of
science content that students can research on. On the
other hand, the content is not the target but the tool in the
current pre-school education program in Turkey. The
content subjects identified by NRC within AAAS Project
2061 [38] have also been the tool not the target in order
for children to learn about science and use this
information in their lives with the help of BSPS [34]. In this
regard, it is possible to state that content subjects must
be clearly identified byre [38] according to different fields
of science in a detailed way and associated with the
standards. Moreover, the needs and necessary support
should also be provided to pre-school teachers; in other
words, guide sources must be prepared to show how the
implementation is expected and vocational training
programs on science education should be arranged
continuously. Yet it becomes a necessity to prepare the
National Science Standards for Pre-school Education in
Turkey in cooperation with the Ministry, universities and
related institutions, to prepare guide resources for the
effective use of these standards and to identify the
content subjects based on these standards.
In the present research the main aim was to help pre-
school teachers use BSPS at a high level in the field of
education through SSAEP and the results have shown
thatSSAEP is effective on teachers high level of usage of
BSPS. Consequently,it is possible to state that teachers
might contribute to creating natural curiosity of children
about science and help them research about science from
2624
their early ages with the implementation of BSPS at a high
level through SSAEP. They can also help students reach
the information, use BSP skills while learning, understand
the nature, solve the problems and formulating results,
which all leads to become more skillful and understand
themselves better. Moreover, teachers can create a solid
base for students so that they can gain BSPS from very
early ages and obtain integrated process skills in the
futurethrough SSAEP.
REFERENCES
1. Worth, K., 2010. Science in early childhood
classrooms: content and process, retrieved on
11.12.2012.
2. Kamay, P.O. and .. Ka ker, 2006. lk fen
deneyimlerim. Ankara: SMG Publishing.
3. National Research Council (NRC), 2007.
Taking science to school: Learning and teaching
science in grades K8.Washington, DC: National
Academies Press.
4. Lind, K., 2000. Exploring science in early childhood
education: A Developmental Approach. Wadsworth:
Cengage Learning.
5. Anagn, .S., 2011. PISA 2006 sonular na gre
retme- renme sreci de i kenlerinin rencilerin
fen okuryazarl klar na etkisi. E itim ve Bilim, 36(162).
6. Diamond, K., M.L. Justice, S.R. Seiger and A.
Synder, 2013. Synthesis of ies research on early
intervention and early childhood education.
7. Roehrig, G.H., M. Dubosarsky, A. Mason,
S. Carlson and B. Murphy, 2011. We look more, listen
more, notice more: Impact of sustained professional
development on head start teachers, inquiry-based
and culturally-relevant science teaching practices,
Journal of Science Education and Technology, 20(5):
566-578.
8. Copley, J. and Y. Padrn, 1999. Preparing teachers of
young learners: Professional development of early
childhood teachers in mathematics and science,
fostering high quality programs, dialogue on early
childhood science, mathematics and technology
education.Washington:American Association for the
Advancement of Science (AAAS).
9. Worth, K. and S. Grollman, 2003. Worms, shadows
and whirlpools: Science in the early childhood
classroom. Portsmouth, NH: Heinemann.
10. Walters, Y. and K. Soyibo, 2001. An analysis of high
school students performance on five
integratedscience process skills, Research in Science
Technological Education, 19(2): 133-145.
 Middle-East J. Sci. Res., 23 (11): 2619-2626, 2015
11. Turpin, T.J., 2000. A study of the effects of an
integrated, activity-based science curriculum on
student achievement, science process skills and
science attitudes upon the science process skills of
urban elementary students, Journal of Education,
37(2).
12. Sittirug, H., 1997. The Predictive Value Of Science
Process Skills, cognitivedevelopment, Attitude
Towards Science On Academic Achievement In A
thaiteacher Institution.
13. Aiello-Nicosia, M.L., R.M. Sperandeo-Mineo and
M.A. Valenza, 1984. The relationship between
science process abilities of teachers and science
achievement of students: An experimental study,
Journal of Research in Science Teaching,
21(8): 853-858.
14. Kallery, M. and D. Psillos, 2001. Pre-school
teachers content knowledge in science:
Their understanding of elementary science concepts
and of issues raised by childrens questions.
International Journal of Early Years Education,
9(3): 165-179.
15. Cho, H.S., J. Kim and D.H. Choi, 2003.
Early childhood teachers attitudes toward science
teaching: A scale validation study, Educational
Reseach Quarterly, 27(2): 33-42.
16. Kallery, M., 2004. Early years teachers late concerns
and perceived needs in science: An exploratory
study. European Journal of Teacher Education, 27(2):
147-165.
17. Faulkner-Schneider, L.A., 2005. Child Care Teachers'
Attitudes, Beliefs and Knowledge Regarding Science
and Impact on Early Childhood Learning
Opportunities, Unpublished PhD Dissertation,
Oklahoma State University.
18. Conezio, K. and L. French, 2002. Science in the
preschool classroom: Capitalizing on childrens
fascination with the everyday world to foster
language and literacy development. Young Children,
57(5): 12-18.
19. Gilson, K. and V. Cherry, 2002. Science in the
preschool classroom, retrieved on 12.09.2012.
20. Dyckerhoff, F., 2007. Okul ncesi Dnemde Fen
E itimi: Science Lab. Okul ncesi E itimde Yeni
Ynelimler Sempozyumu. stanbul, Turkey.
21. Beering, C.S., 2007. A national action plan for
addressing the critical needs of theu.s. science,
technology, engineering and mathematics education
system, National Science Foundation.
22. Bell, L., 2014. Castl researchers will test effectiveness
of pre-K math-science curricula University of Virjinia,
Curry School of Education, retrieved on 07.17.12.
2625
23. Kefi, S., N. elikz and Y. Eri en, 2013. Okulncesi
e itim retmenlerinin temel bilimsel sre
becerilerini kullan m dzeyleri, Journal of Research in
Education and Teaching, 2(2).
24. Kefi, S. and N. elikz, 2014. Validity and reliability
study of identification scale for utilization degree of
basic scientific process skills of pre-school teachers,
Journal of Research in Education and Teaching, 3(2).
25. Kefi, S., 2012. Okulncesi E itimde Fen Deneyleri
Uygulan rken, Temel Bilimsel Sre Becerilerinin,
Oyun Yntemi le Kazand r lmas n Amalayan rnek
Bir Model, International Conference on New Trends
in Education (ICONTE), pp: 26.
26. Aydo du, B., 2006. lk retim Fen ve Teknoloji
Dersinde Bilimsel Sre Becerilerini Etkileyen
De i kenlerin Belirlenmesi.Unpublished Masters
Thesis, Dokuz Eyll University, Izmir, Turkey.
27. Aydo du, B. and . Ergin, 2007. lk retim
rencilerinin bilimsel sre becerileri kazan m nda
retmenin rol,XVI. Ulusal E itim Bilimleri Kongresi.
28. nan, H.Z., 2010. Examining pre-school education
teacher candidates content knowledge
andpedagogical content knowledge, Educational
Sciences: Theory and Practice, 10(4): 2309-2323.
29. nan, H.Z., 2011. Teaching science process skills in
kindergarten. Energy Education Science and
Technology Part B-Social and Educational Studies,
3(1-2): 47-64.
30. ahin-Pekmez, E., 2001. Fen retmenlerinin Bilimsel
Sreler Hakk ndakiBilgilerinin Saptanmas . Maltepe
niversitesi E itim Fakltesi Yeni Biny l n Ba nda
Trkiyede Fen Bilimleri E itimi Sempozyumu,
stanbul, pp: 543-549.
31. im ek, C.L., 2010. S n f retmeni adaylar n n fen ve
teknoloji ders kitaplar ndaki deneyleri bilimsel sre
becerileri a s ndan analiz edebilme yeterlilikleri.
lk retim-Online, 9(2): 433-445.
32. Haz r, A. and L. Trkmen, 2008. lk retim 5. s n f
rencilerinin bilimsel sre beceri dzeyleri, Seluk
niversitesi Ahmet Kele o lu E itim Fakltesi
Dergisi.
33. Togrol, Y.A., 2000. rencilerin bilim insan ile ilgili
imgeleri. 4. Ulusal Fen Bilimleri ve Matematik E itimi
Kongresi. Hacettepe niversitesi, E itim Fakltesi,
pp: 251-254.
34. Milli E itim Bakanl (MEB), 2013. Okulncesi E itim
Program . Ankara: Temel E itim Genel Mdrl .
35. Ba c -K l , G., 2003. nc uluslararas matematik
ve fen ara t rmalar (TIMSS): Fen retimi bilimsel
ara t rma ve bilimin do as . lk retim-Online,
2(1): 42-51.
 Middle-East J. Sci. Res., 23 (11): 2619-2626, 2015

36. Worth, K., 2005. Exploring nature, center for science 39. Next Generation Science Standards (NGSS), 2013.
education.Newton, MA: Education Development Next generation science standards: For states, by
Center, Inc. states. Washington, DC: The National Academy
37. Kinzie, M., 2014. Efficacy trial of myteaching partner- Press.
mathematics and science curricula and 40. Bykta kapu, S., 2010. 6 Ya ocuklar n n Bilimsel
implementation support system, institution: Sre Becerilerini Geli tirmeye Ynelik
University of Virginia, retrieved on 04.06.2014. Yap land rmac Yakla ma Dayal bir Bilim retim
38. National Research Council (NRC), 1996. Program nerisi. Unpublished PhD dissertation,
National science education standards (Report). Seluk University, Social Sciences Institute. Konya,
Washington, DC: The National Academy Press. Turkey.

2626