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PRESCHOOL TEACHERS’ SCIENCE TALKS DURING PICTURE STORYBOOK TELLING
Journal of Baltic Science Education ( IF 1.232 ) Pub Date : 2020-12-05 , DOI: 10.33225/jbse/20.19.940
Özlem Yurt Tarakçı 1 , Sadiye Keleş 2 , Esra Betül Kölemen 3
Affiliation  

Many aspects of science instruction in early childhood (content, boundaries, effective science instruction practices, barriers in education, self-efficacy of teachers, child motivation, science achievements in future years) are among the topics that researchers have focused on for many years. Eshach and Fried (2005) presented a frame summarizing scientific findings on why science instruction should be a part of early childhood educations: (1) first of all, children pretty much enjoy the act of observing and thinking the environment they live in, (2) when children interact with science activities in their early years, they develop a positive attitude towards science, (3) interactions with science in early childhood, provides a better understanding of science concepts in future, (4) the use of scientifically enriched language affects children’s final scientific concept development, (5) children can understand scientific concepts and their explanations scientifically, and finally, (6) science instruction in early childhood is effective in the development of scientific thinking. The question that should follow the frame of why science instruction should be a part of early education, is how science instruction should be. This question that starts with “how” can be answered in a holistic way only by examining the factors affecting the educational process. One of these factors is undoubtedly preschool teachers. It was revealed in various studies that preschool teachers’ self-efficacies in science instruction are lower than teaching mathematics or literacy (Torquati et al., 2013) and that they don’t feel comfortable and sufficient in planning, practicing, teaching (Choi, 2016; Olgan, 2015) science and providing these activities to children (Greenfield et al., 2009).The finding that the state of being comfortable about science activities is a predictor of the amount of time they allocate to science activities in class (Blaylock, 2019), is in accordance with the studies which indicate that teachers’ perception of low self-efficacy in science instruction (Gerde et al., 2018; Greenfield et al., 2009; Olgan, 2015; Simsar & Doğan, 2019) may set barriers in organizing and involving in science activities. In this context it is possible to say that it is a critical structure for teachers to feel confident and comfortable in terms of science instruction in the early period. In addition to this, there are findings that teachers’ educational degree and years of experience are not a predictor of perception of self-efficacy (Gerde et al., 2018, Uğraş et al., 2013) but there Özlem Yurt Tarakçı Trabzon University, Turkey Sadiye Keleş Zonguldak Bulent Ecevit University, Turkey Esra Betül Kölemen Sakarya University, Turkey Abstract. The aim of this research was to analyze preschool teachers’ types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers.

中文翻译:

学前教师在图画故事书讲授期间的科学讲座

幼儿科学教学的许多方面(内容、边界、有效的科学教学实践、教育障碍、教师的自我效能、儿童动机、未来几年的科学成就)都是研究人员多年来关注的主题。Esach 和 Fried (2005) 提出了一个框架,总结了为什么科学教学应该成为幼儿教育的一部分的科学发现:(1) 首先,孩子们非常喜欢观察和思考他们生活的环境,(2 ) 当孩子们在早年与科学活动互动时,他们就会对科学产生积极的态度, (3) 在幼儿时期与科学互动,可以在未来更好地理解科学概念,(4)科学丰富的语言的使用影响儿童最终科学概念的发展,(5)儿童能够科学地理解科学概念及其解释,最后,(6)幼儿科学教育对科学思维的发展是有效的。应该遵循为什么科学教学应该成为早期教育一部分的框架的问题是科学教学应该如何。这个以“如何”开头的问题,只有通过考察影响教育过程的因素,才能得到全面的回答。这些因素之一无疑是学前教师。多项研究表明,学前教师在科学教学中的自我效能低于数学或识字教学(Torquati 等,2013 年),并且他们在计划、实践、教授科学(Choi,2016 年;Olgan,2015 年)以及为儿童提供这些活动方面感到不舒服和不足(Greenfield 等人,2009 年)。对科学活动的舒适度是他们在课堂上分配给科学活动的时间量的预测指标(Blaylock,2019),这与表明教师对科学教学中自我效能感低的看法一致(Gerde 等人,2019 年)。 , 2018; Greenfield et al., 2009; Olgan, 2015; Simsar & Doğan, 2019) 可能在组织和参与科学活动方面设置障碍。在这种情况下,可以说这是教师在早期科学教学方面感到自信和舒适的关键结构。除此之外,有研究发现,教师的教育程度和多年的经验并不能预测自我效能感(Gerde 等人,2018 年,Uğraş 等人,2013 年),但有 Özlem Yurt Tarakçı Trabzon 大学,土耳其 Sadiye Keleş Zonguldak Bulent Ecevit 大学,土耳其 Esra Betül Kölemen Sakarya 大学,土耳其 摘要。本研究的目的是分析学前教师的科学演讲类型以及他们在课堂演讲中使用的与概念相关的词汇的种类。选择以光相关概念为主题的图画故事书作为数据收集工具。老师们被要求分析这本无字的图画故事书,并在课堂上询问孩子们是否同意。10 名在职学前教师参与了这项研究。定性收集数据;它是在讲故事时记录的。研究结果表明,教师在科学讲座中按频率顺序包括科学解释、陈述性科学知识、问题、比较和支持思维技能的证据讲座,而没有包括个人关系讲座。此外,根据它们的频率顺序,确定它们包括光相关概念(自然和人工)、视觉相关概念(日光/黑暗,如视觉困难)和光方向相关概念。可以说,从这项研究中获得的结果将有助于构建专业发展的内容,特别是教师的科学活动。陈述性科学知识、问题、比较和证据谈话支持思维技能,在科学谈话类型中按频率顺序排列,但不包括个人关系谈话。此外,根据它们的频率顺序,确定它们包括光相关概念(自然和人工)、视觉相关概念(日光/黑暗,如视觉困难)和光方向相关概念。可以说,从这项研究中获得的结果将有助于构建专业发展的内容,特别是教师的科学活动。陈述性科学知识、问题、比较和证据谈话支持思维技能,在科学谈话类型中按频率顺序排列,但不包括个人关系谈话。此外,根据它们的频率顺序,确定它们包括光相关概念(自然和人工)、视觉相关概念(日光/黑暗,如视觉困难)和光方向相关概念。可以说,从这项研究中获得的结果将有助于构建专业发展的内容,特别是教师的科学活动。根据它们的频率顺序,确定它们包括光相关概念(自然和人工)、视觉相关概念(日光/黑暗,如视觉困难)和光方向相关概念。可以说,从这项研究中获得的结果将有助于构建专业发展的内容,特别是教师的科学活动。根据它们的频率顺序,确定它们包括光相关概念(自然和人工)、视觉相关概念(日光/黑暗,如视觉困难)和光方向相关概念。可以说,从这项研究中获得的结果将有助于构建专业发展的内容,特别是教师的科学活动。
更新日期:2020-12-05
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