The effect of active-participant experiments upon the skills of nursery class students to recognize measuring instruments
Yazarlar (2)
Özkan Sapsağlam Yıldız Teknik Üniversitesi, Türkiye
Prof. Dr. Aykut Emre BOZDOĞAN Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Journal of Education in Science, Environment and Health | ||
| Dergi ISSN | 2149-214X | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2017 |
| Cilt / Sayı / Sayfa | 3 / 1 / 100–109 | DOI | – |
| Özet |
| Preschool period is the second period where development is the fastest after prenatal period in human life. In periods where development is fast, learning is fast as well. In the preschool period, children mainly learn through their senses and acquire abundant knowledge and skills through their senses. In the first years of life, children seek and try to learn knowledge and skills to use in their future life. Jean Piaget defines children as little scientists that try to explore the world. The quest of children in the learning process can only be responded by an environment that is rich in stimulus. A quality preschool educational environment and quality preschool educational activities will provide the stimulus needed by children in the learning process. The development of young children is realized through their experiences in centers like school and home within micro systems (Bronfenbrenner and Morris, 2006). Children begin to investigate and explore their environment as from the first years of life (California Department of Education, 2013) and they have the skills of comprehending and learning knowledge in scientific fields like life science, location science and physical science at an early age (Erden and Sönmez, 2011; National Association for the Education of Young Children, 2014). However, the preschoolers sometimes overgeneralize (Kabadayı, 2006) the objects and sometimes over regularize (Kabadayı, 2012) them in their responses in different categories, while object labeling process in their environment. The study results show that preschool children can think about science and use scientific knowledge by making comparisons and estimations … |
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