Temel Eğitim

Yazarlar: ["İshak KOZİKOĞLU", "Süheyla YILDIRIMOĞLU"]

Konular:-

Anahtar Kelimeler:Otantik öğrenme,Fen eğitimi,Okul öncesi öğretmenleri

Özet: In this study, it is aimed to determine the practices of preschool teachers regarding authentic learning in science education. The research was carried out with 24 preschool teachers working in different provinces. Convenience sampling method was used to determine the study group, and a semi-structured interview form developed by the researchers was used to collect data. Descriptive analysis technique was used to analyze the data. As a result of the research, it was determined that preschool teachers associated authentic contextual issues with real life, included authentic activities to a large extent, were supportive to make children think in the learning process, were guides and made children active, and tried to provide students with multiple perspectives and roles. On the other hand, it has been determined that teachers have deficiencies in making cooperative learning in accordance with authentic learning, enabling students to transfer what they have learned to other situations (reflecting) and making authentic assessments. Within the scope of authentic learning practices in science activities in preschool education, it can be suggested that teachers present authentic tasks to children by including problem solving, project, case study and cooperative learning activities in activities involving real life problems. In activities involving real-life situations, it can be suggested that teachers organize educational environments that motivate children and include performance-based authentic assessments in order to make the learning process more effective.

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