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    Development of the Problem Solving Scale in Science Education (PSSSE): The Reliability and Validity Study
    (Turkish Education Assoc, 2014) Unal, Merve; Aral, Neriman
    This study aimed to develop a valid and reliable instrument measuring the 60-72 months old children's problem solving skills in preschool science education. A total of 174 children were randomly selected and included in the study to achieve the reliability and validity studies. Exploratory factor analysis, item-total correlations, mean differences of the lower and upper groups, Cronbach Alpha internal consistency coefficient, scoring consistency between the independent judges, and test-retest correlation coefficients were computed to achieve the reliability and validity. The scale had a total of 16 items on two factors as a result of the exploratory factor analysis. The Cronbach Alpha internal consistency coefficient was calculated as 0.75. The inter consistency between the independent judges was computed and no significant difference was found. The test-retest correlation coefficient was computed as 0.96 between two applications done with an interval of four weeks. As a result of the reliability and validity analysis, the Problem Solving Scale in Science Education (PSSSE) was found to be a reliable and valid scale for the implementation with preschool children between 60-72 months old.
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    An Investigation on the Effects of Experiment Based Education Program on Six Years Olds' Problem Solving Skills
    (Turkish Education Assoc, 2014) Unal, Merve; Aral, Neriman
    In this study, it was aimed to determine the problem solving skills of six years old (60-72 months) children and determine the difference between the children who received experiment based education and those who did not. Pretest, posttest, and control group experimental design was employed in the study. This study was carried out with 42 children in preschools in the 20122013 academic year and 22 of them (11 girls, 11 boys) were in the experimental group and 20 of them (11 girls, 9 boys) were in the control group. The children's mean age was 64.38 months and they were members of middle income families. Following the pretest applications, children in the experimental group received Experiment Based Education Program for two days a week during a ten week period. The experiment based science education program was consisted of experiments aiming to improve children's use of scientific process skills, independent thinking, decision making, and problem solving process. In the study, the General Information Form to have general information about the children and the Problem Solving Scale in Science Education (PSSSE) to identify the children's problem solving skills were utilized. The reliability and validity studies of the PSSSE were achieved by the researchers. The data were analyzed with the Mann-Whitney U Test, Independent Samples T Test, and Wilcoxon Signed Rank tests. According to the results, there was a statistically significant difference at the 0.05 significance level between the mean scores of PSSSE for children in the experimental group who received the experiment based education program and for those in the control group. The children in the experimental group had higher scores compared to the controls. This finding revealed that the Experiment Based Science Education Program was effective on the improvement of problem solving skills in preschool science education.
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    Socioeconomic Profile of Early Childhood Education Preservice Teachers
    (Ani Yayincilik, 2018) Unal, Merve; Kurt, Gokce
    Purpose: Teachers are key determiners of quality education, and regarding young children in particular, the quality of teachers can have a remarkable influence on the quality of education. However, research on the socioeconomic profile of preservice teachers at university remains rare in Turkey, especially eastern Turkey, where living conditions are below of the national average. In our study, the socioeconomic profile of 2,115 early childhood teacher candidates in faculties of education at state universities in the Eastern and Southeastern Anatolian Regions of Turkey was examined. The study aimed to determine the rank order of students' preferred early childhood education bachelor programs and the reasons for their preferences. Methods: The descriptive profile research sought to identify the socioeconomic profile of preservice early childhood teachers recruited from 11 state universities. Participating students were asked several questions concerning the socioeconomic aspects of their university life in four domains: demographic and economic characteristics, education budget, family socioeconomic composition, and educational and sociocultural background. Descriptive analyses were performed to analyze the data. Results: The findings revealed that the students were mostly from low-income families. Most students ranked an early childhood education bachelor program among their top five choices on university selection exams. The top three reasons for their choosing early childhood education as a profession were love for children and the profession, the convenience of teacher appointment and satisfactory wage levels at state preschools, and the convenience and enjoyment of preschool teaching. Implications for Research and Practice: Most students were members of low-income families, for whom social, cultural, and sportive activities need to be more accessible. Similar studies should be repeated in other geographical regions of Turkey with students from other university departments and faculties in order to clarify the socioeconomic composition of university students, develop more effective bachelor programs, and improve student life at Turkish universities. (C) 2018 Ani Publishing Ltd. All rights reserved