Effect of Science Education Provided with Digital and in-Class Games on the Scientific Process Skills of Preschool Children
Abstract
Full Text:
DOWNLOAD PDFReferences
Aksoy, N.C. (2014). The effect of digital game-based mathematics teaching on secondary school 6th grade students' achievement, motivation, self-efficacy and attitude characteristics. PhD Thesis, Gazi University, Institute of Educational Sciences, Turkey.
AAAS (American Association for the Advancement of Science) (1993). Benchmarks for scientific literacy: A Project 2061 report. New York: Oxford University Press.
Avcı, N. & Dere, H. (2002, 16-18 April). Preschool child and math. National Science and Mathematics Education Congress, Ankara, Turkey.
Ayvacı, H.Ş. (2010). A pilot study to improve the ability of preschool children to use scientific process skills. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 4(2), 1-24.
Büyüköztürk, S. (2015). Data analysis manual for social sciences (21. Edition). Ankara: Pegem Academy.
Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2017). Scientific Research Methods. Ankara: Pegem Academy.
Büyüktaşkapu, S. (2010). A constructivist approach to developing scientific process skills for children aged 6. Doctora Thesis, Selçuk University, Institute of Social Sciences, Konya, Turkey.
Büyüktaşkapu, S., Çeliköz, N., & Akman, B. (2012). [The impact of the constructivist science education program on the scientific process skills of 6-year-olds. Education & Science , 37(165), 275-292. https://doi.org/10.24106/kefdergi.2297
Can, B., Yıldız-Demirtaş, V., & Altun, E. (2017). The effect of project-based science education programme on scientific process skills and conceptions of kindergarten students. Journal of Baltic Science Education, 16(3),395-413.
Çakı, E. (2008). Drama technique as a method in fifth grade religious culture and ethics course. Master's Thesis, Çanakkale On Sekiz Mart University, Institute of Social Sciences, Çanakkale, Turkey.
Çamlıyer, H. & Çamlıyer, H. (1997). Children's motion education and play in educational integrity. Can Ofset Publisher.
Demiriz, S. & Ulutaş, İ., (2001). Determination of science and nature activities and related practises in preschool education ınstitutions, IV. Congress of Science Education, Proceeding Book, 89-90.
Dilek, H., Taşdemir, A., Konca, A. S., & Baltaci, S. (2020). Preschool children’s science motivation and process skills during inquiry-based STEM activities. Journal of Education in Science Environment and Health, 6(2), 92-104.
Elkeey, S. S. (2017). Developing science process skills and some of accompanying skills through observation of life cycle of silkworm by kindergarten child. The Online Journal Of New Horizons In Education, 7(1), 53-63.
Eshach, H. & Fried, M. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336. https://doi.org/10.1007/s10956-005-7198-9
Gürdal, A., Çağlar, A., Şahin, F., Ökçün, F., & Macaroğlu, E. (1993). Examples of pre-school science activities. 9. Ya-Pa Pre-School Education and Non-Formal Seminar.
Howe, A.C. (1996). Development of Science Concepts Within a Vygotskian Framework. Science Education, 80(1), 35-51. https://doi.org/10.1002/(SICI)1098-237X(199601)80:1<35::AID-SCE3>3.0.CO;2-3
Howes, E. V. (2008). Educative experiences and early childhood science education: A Deweyan perspective on learning to observe. Teaching and teacher education, 24(3), 536-549. http://dx.doi.org/10.1016/j.tate.2007.03.006
Kalemkuş, J., Bayraktar, Ş., & Çiftçi, S. (2021) Comparative Effects of Argumentation and Laboratory Experiments on Metacognition, Attitudes, and Science Process Skills of Primary School Children. Journal of Science Learning, 4(2).113-122. https://doi.org/10.17509/jsl.v4i2.27825
Kuru, N. (2015). Investigation of the relationship between scientific process skills and mathematics concepts of 48-66 month old children. Unpublished Master's Thesis, Hacettepe University, Institute of Educational Sciences, Ankara, Turkey.
Ping, I. L. L., Halim, L., & Osman, K. (2019). The effects of explicit scientific argumentation instruction through practical work on science process skills. Jurnal Penelitian dan Pembelajaran IPA, 5(2), 112-131. http://dx.doi.org/10.30870/jppi.v5i2.5931
McFarlin, L. M. (2011). How children in a science-centered preschool use science process skills while engaged in play activities. Unpublished Doctoral Dissertation, The University of Texas at Austin, United States
Ministry of National Education-MoNE. Preschool education program. Ankara: Ministry of National
Osborne, M.D. & Brady, D.J. (2001). Constructing a space for developing a rich understanding of science through play. Journal of Curriculum Studies, 33(5), 511–524. https://doi.org/10.1080/00220270120863
Öncü, E. Ç., & Özbay, E. (2010). Game for Early Children. Kök Publisher.
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116. https://doi.org/10.1016/j.sbspro.2012.09.253
Padilla, M. (1990). The science process skills. Paper 9004 in the Series, Science Matters-to the Science Teacher, Published by the National Association for Research in Science Teaching. Retrieved Apr 25, 2021, from https://narst.org/research-matters/science-process-skills.
Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166–191. https://doi.org/10.1002/tea.20276
Paino, P. (2001). Games students play. Science Teacher, 68 (4), 28-30.
Ravanis, K. (2017). Early Childhood Science Education: state of the art and perspectives. Journal of Baltic Science Education, 16(3), 284-288
Rovai, A.P, Baker, J.D., & Ponton, M.K. (2014). Social sci. research design and statistics: a practitioner’s guide to research methods and IBM SPSS analysis. Watertree Press LLC.
Samur, Y. (2016). Digital game design. Pusula Publisher.
Saçkes, M., Trundle, C.K., Bell, R.L., & O’Connell, A.A. (2011). The ınfluence of early science experience in kindergarten on children’s ımmediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217-235. https://doi.org/10.1002/tea.20395
Sağırekmekçi, H. (2016). The effect of science and nature activities based on prediction-observation- Unpublished Master's Thesis, Mustafa Kemal University, Institute of Sciences, Hatay, Turkey.
Solé-Llussà, A., Aguilar, D., & Ibáñez, M. (2020). Video-worked examples to support the development of elementary students’ science process skills: a case study in an inquiry activity on electrical circuits. Research in Science & Technological Education, 68(6), 3425-3448.. https://doi.org/10.1080/02635143.2020.1786361
Sola, A. O., & Oladayo, A. (2017). Assessment of Science Process Skills Inherent In The Play Activities Of Primary School Pupils In Osun State, Nigeria. International Journal of Arts & Sciences, 10(2), 125-135.
Spektor-Levy, O., Baruch, Y.K., & Mevarech, Z. (2013). Science and scientific curiosity in pre-school -The teacher's point of view. International Journal of Science Education, 35(13), 2226-2253. https://doi.org/10.1080/09500693.2011.631608
SVET. (2016). Strengthening the Vocational Education and Training System Project Network Site. Ministry of National Education, Ankara
Şahin, F. (1999). Examples of Scientific Thinking and Activity in Preschool Marmara University Kindergarten/Kindergarten Teacher Handbook, İstanbul, Ya-Pa Publications.
Şahin, F., Güven, İ., & Yurdatapan, M. (2011). The Effect of Project-Based Educational Practices on the Development of Scientific Process Skills in Preschool Children. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 33, 157-176.
Tekerci, H., & Kandir, A. (2017). Effects of the Sense-Based Science Education Program on Scientific Process Skills of Children Aged 60–66 Months. Eurasian Journal of Educational Research, 17(68), 239-254.
Tu, T. & Hsiao, W. (2008). Teacher–Child verbal interactions in preschool science teaching. Electronic Journal of Science Education,12(2), 1-23.
Van Schijndel, T.J.P., Singer, E., Van Der Maas, H., & Raijmakers, M. (2010). A sciencing programme and young children’s exploratory play in the sandpit. European Journal of Developmental Psychology, 7(5), 603–617. https://doi.org/10.1080/17405620903412344
Watters, J. J., Diezmann, C. M., Grieshaber, S. J., & Davis, J. M. (2001). Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26(2), 1–7.
Yıldırım, Z. (2018). Comparison of the effects of physical activity-based games and computer games on 9th grade students' success in physics (force, laws of motion of Newton and friction force) and their scientific process skills. Master Thesis, Dicle University Institute of Educational Sciences, Diyarbakır, Turkey.
DOI: https://doi.org/10.17509/jsl.v4i4.30620
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Selin Yıldız, Raşit Zengin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia