Universal Journal of Educational Research Vol. 4(4), pp. 821 - 829
DOI: 10.13189/ujer.2016.040419
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Determining the Views and Adequacy of the Preschool Teachers Related to Science Activities

Nilüfer Okur Akçay ^*
Faculty of Education, Agri Ibrahim Cecen University, Turkey

ABSTRACT

In this study, it is aimed to determine the views and adequacy of the preschool teachers related to science activities. The study is based on descriptive survey model. The sample of the study consists of 47 preschool teachers working in Ağrı city center. Personal information form, semi-structured interview form to determine the views of the teachers related to science education and 'Teacher Proficiency Scale for Preschool Activities in Science (TPSPAS)' developed by Özbey [21] were used in the study as data collection tools. Frequency and percentage table in the analysis of the data obtained from the personal information form, ANOVA in the analysis of the data obtained from TPSPAS and content analysis in the analysis of the data obtained from the semi-structured interview form were used. As a result of the study, it was determined that the preschool teachers think that science activities are important for the children, however, they feel inadequate themselves about science topics. Moreover, it was determined with this study that there are differences between the adequacy scores of the preschool teachers related to science activities and the variables of age, seniority and the school they graduated in terms of the different dimensions of the scale.

KEYWORDS
Science Activities, Views, Adequacy, Preschool

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Nilüfer Okur Akçay , "Determining the Views and Adequacy of the Preschool Teachers Related to Science Activities," Universal Journal of Educational Research, Vol. 4, No. 4, pp. 821 - 829, 2016. DOI: 10.13189/ujer.2016.040419.

(b). APA Format:
Nilüfer Okur Akçay (2016). Determining the Views and Adequacy of the Preschool Teachers Related to Science Activities. Universal Journal of Educational Research, 4(4), 821 - 829. DOI: 10.13189/ujer.2016.040419.