Ebeveyn ve Öğretmenlerin Bilim Okuryazarlık Düzeyleri ile Okul Öncesi Dönemde Bilim Eğitimine İlişkin Görüşleri
Gül Ulukan, Merve Rabia
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The aim of this study is to determine the science literacy levels of preschool teachers and parents with children in early childhood, to examine their views on science literacy and science education, and to reveal their mutual expectations. The research was designed in an explanatory sequential design, one of the mixed methods. The study group of the research was determined according to the maximum diversity sampling method, which is one of the non-random purposeful sampling methods. The working group consists of teachers working in Şehzadeler and Yunusemre districts of Manisa and parents residing in these districts. Participants in the qualitative stage were chosen from among those participating in the quantitative stage. As a result of the quantitative analysis, it was found that the science literacy scores of teachers and parents differed according to some socio-demographic variables, and the science literacy scores of teachers were statistically significantly higher than the parents. Descriptive analysis was used in the analysis of qualitative findings. It was understood that the opinions of teachers and parents on science literacy and science education differ in parallel with their science literacy levels. According to the results of the study, it was determined that the qualitative findings support the quantitative findings. The findings were discussed within the framework of the relevant literature and in line with these findings suggestions were made to researchers, teachers and parents.