Okul öncesi dönem çocukları ile ebeveyn ve öğretmenlerinin fene yönelik tutumları arasındaki ilişki
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmada okul öncesine devam eden 4, 5 ve 6 yaş çocuklarının fene yönelik tutumları ile ebeveynlerinin ve öğretmenlerinin fene yönelik tutumları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden betimsel araştırma modeli ile korelasyonel araştırma yöntemi kullanılmıştır. Araştırmanın evrenini 2020-2021 eğitim öğretim yılında Rize ili MEB'e bağlı resmi ve özel okul öncesi eğitime devam eden çocuklar, aileleri ve öğretmenleri oluşturmaktadır. Veri toplama araçları olarak, öğretmenlerin fene karşı tutumlarını belirlemek için; "Okul Öncesi Öğretmenlerinin Fen Eğitimine Karşı Tutum Ölçeği", ailelerin fene karşı tutumu için "Ebeveynlerin, Fene ve Okul Öncesinde Fen Etkinliklerine Yönelik Görüşleri Ölçeği (EFOFGÖ)" çocukların fene karşı tutumu için "Çocukların Fen Eğitimine Yönelik Tutumları (CATS) ölçeği" kullanılmıştır. Araştırmanın sonucunda, çocukların fene yönelik tutumları ile ebeveynlerin eğitim durumları ve ailelerin sosyo-ekonomik gelir düzeyleri arasında, ebeveynlerin çocuklarla geçirdikleri zaman ile çocukların fene yönelik tutumları arasında anlamlı farklılıklar gözlenirken öğretmenlerin fene yönelik tutumları ile hizmet süreleri ve eğitim verdikleri sınıftaki çocukların yaşları arasında anlamlı bir farklılık gözlenmemiştir. Öğretmenlerin fene yönelik tutumları ile sınıf mevcudu ve fen etkinliklerini uygulama sıklığı arasında ölçeğin "Kendini Geliştirme" alt boyutunda anlamlı farklılık belirlenmiştir. Çocukların cinsiyetleri ve yaşları ile fene yönelik tutumları arasında anlamlı bir farklılık bulunmamıştır. Ailelerin fene yönelik tutumları ile çocukların fene yönelik tutumları arasında pozitif yönlü anlamlı ilişki bulunurken, öğretmenlerin ve ailelerin fene yönelik tutumları, çocukların fene yönelik tutumlarının anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır. Anahtar Sözcükler: Okul öncesi eğitim, fen eğitimi, fene yönelik tutum
In the study, it was aimed to determine the relationship between the attitudes of 4, 5 and 6-year-old children attending pre-school towards science and the attitudes of their parents and teachers towards science. In the research, descriptive research model and correlational research method, which are among the quantitative research methods, were used. The universe of the research consists of children, their families and teachers who continue their public and private pre-school education affiliated to the Ministry of National Education of Rize in the 2020-2021 academic year. As data collection tools, to determine teachers' attitudes towards science; "Preschool Teachers' Attitudes Towards Science Education Scale", "Parents' Views Towards Science and Pre-School Science Activities Scale (EFOSFÖ)" for families' attitudes towards science, and "Children's Attitudes Towards Science Education (CATS) questionnaire" were used for children's attitudes towards science. As a result of the research, there were significant differences between children's attitudes towards science and parents' educational status and families' socio-economic income levels, between the time parents spend with their children and their children's attitudes towards science, while there is no significant difference between teachers' attitudes towards science and their length of service and the ages of the children in the classroom they teach. has not been observed. A significant difference was determined in the "Self-Development" sub-dimension of the scale between teachers' attitudes towards science and the classroom size and the frequency of applying science activities. No significant difference was found between the gender and age of the children and their attitudes towards science. While there was a positive and significant relationship between families' attitudes towards science and children's attitudes towards science, it was concluded that teachers' and families' attitudes towards science were a significant predictor of children's attitudes towards science. Key Words: Pre-school education, science education, attitude towards science.
In the study, it was aimed to determine the relationship between the attitudes of 4, 5 and 6-year-old children attending pre-school towards science and the attitudes of their parents and teachers towards science. In the research, descriptive research model and correlational research method, which are among the quantitative research methods, were used. The universe of the research consists of children, their families and teachers who continue their public and private pre-school education affiliated to the Ministry of National Education of Rize in the 2020-2021 academic year. As data collection tools, to determine teachers' attitudes towards science; "Preschool Teachers' Attitudes Towards Science Education Scale", "Parents' Views Towards Science and Pre-School Science Activities Scale (EFOSFÖ)" for families' attitudes towards science, and "Children's Attitudes Towards Science Education (CATS) questionnaire" were used for children's attitudes towards science. As a result of the research, there were significant differences between children's attitudes towards science and parents' educational status and families' socio-economic income levels, between the time parents spend with their children and their children's attitudes towards science, while there is no significant difference between teachers' attitudes towards science and their length of service and the ages of the children in the classroom they teach. has not been observed. A significant difference was determined in the "Self-Development" sub-dimension of the scale between teachers' attitudes towards science and the classroom size and the frequency of applying science activities. No significant difference was found between the gender and age of the children and their attitudes towards science. While there was a positive and significant relationship between families' attitudes towards science and children's attitudes towards science, it was concluded that teachers' and families' attitudes towards science were a significant predictor of children's attitudes towards science. Key Words: Pre-school education, science education, attitude towards science.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
