Examination of the effect of the GEMS program on problem solving and science process skills of 6 years old children

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dc.authorscopusid56452555900
dc.authorscopusid56816511400
dc.contributor.authorUnal M.
dc.contributor.authorSaglam M.
dc.date.accessioned2024-08-04T20:03:37Z
dc.date.available2024-08-04T20:03:37Z
dc.date.issued2018
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe aim of this study is to determine the problem solving skills and science process skills of six year -old children who attended kindergarten and whether or not there is a difference in problem solving skills and science process skills of children receiving and not receiving the education with GEMS program. In the study using the experimental model with pre -test, post-test and control group, the sample group consisted of a total of 25 children including 11 children in experimental group and 14 children in control group who attended the preschool education. The “GEMS Program” was applied throughout a school year after applying pre-test to the children in the experimental group. In the scope of the study, “General Information Form” to obtain the data about the children and their families, “Parental Evaluation Form” including the evaluation of the parents about their children, “Proble m Solving Scale in Science Education (PSSSE)” to determine the problem solving skills of the children and “Science Processes Observation Form (SPOF)” to measure the science process skills of the children were used. According to the results of the study, while a stati stically significant difference was observed between the Problem Solving Scale in Science Education mean scores of the children in the experimental group who participated in the GEMS Education Program and of the children in control group, no statistically sign ificant difference was observed between the mean scores obtained by the children in the experimental group from Science Processes Observation Form and the mean scores of the children in the control group. © 2018 Eurasian Society of Educational Research. All rights reserved.en_US
dc.description.sponsorshipNational Science Foundationen_US
dc.description.sponsorshipFrench, L., Conezio, K., & Boynton, M. (2000). Using Science as the hub of an integrated early childhood curriculum: The ScienceStart! Curriculum. Arlington, VA: National Science Foundation. Developmental Psychology, 25(1), 139-151. Garbett, D. (2003). Science education in early childhood teacher education: putting forward a case to enhance student teachers’confidence and competence. Research in Science Education, 3, 467-481.en_US
dc.identifier.doi10.12973/eu-jer.7.3.567
dc.identifier.endpage581en_US
dc.identifier.issn2165-8714
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85060818245en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage567en_US
dc.identifier.urihttps://doi.org/10.12973/eu-jer.7.3.567
dc.identifier.urihttps://hdl.handle.net/11616/91947
dc.identifier.volume7en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEurasian Society of Educational Researchen_US
dc.relation.ispartofEuropean Journal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGEMSen_US
dc.subjectPreschool yearsen_US
dc.subjectProblem solvingen_US
dc.subjectProblem solving scaleen_US
dc.subjectScience process skillsen_US
dc.titleExamination of the effect of the GEMS program on problem solving and science process skills of 6 years old childrenen_US
dc.typeArticleen_US

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