Turkish in-service teachers' preferences about the content of early childhood science education

The aim of the study was two-fold. First, in order to reveal in-service teachers’ preferences about the content of early childhood science education, they were asked to rank a list of science topics to be taught in the early... [ view full abstract ]

The aim of the study was two-fold. First, in order to reveal in-service teachers’ preferences about the content of early childhood science education, they were asked to rank a list of science topics to be taught in the early years. Secondly, they were also asked to state reasons for their preferences. The data were collected from 121 Turkish early childhood teachers working at public early childhood settings by using “Teachers’ preferences about the content of early childhood science education” scale developed by the researchers. The results revealed that although most of the participants believed that science teaching in the early years is important, more than half of them also stated that they do not have enough knowledge about the science topics to be covered in the early years. According to the participants, living things and environment (41%), organisms (26%), and weather (25%) were the first three topics that should be covered in the early years. When reasons were asked about their rankings, they stated that the first three topics are age appropriate therefore; young children can easily understand these topics. They also highlighted that these selected topics are more appropriate to be taught to very young children. The least preferred science topics were energy (31%) and tools and their uses (27%). The participants believed that young children cannot understand energy and tools and their uses topics therefore these topics should be taught in the higher grades.

This work was supported by the Ahi Evran University Scientific Research Projects Coordination Unit. Project Number: EGT.E2.17.018.