International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2021, Vol. 16(3) 209-244

A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play

Erdinç Öcal, Abdulhamit Karademir, Özkan Saatçioğlu & Hatice Büşra Yılmaz

pp. 209 - 244   |  DOI: https://doi.org/10.29329/epasr.2021.373.12   |  Manu. Number: MANU-2104-01-0004.R1

Published online: September 20, 2021  |   Number of Views: 154  |  Number of Download: 528

Save PDF

Abstract

Attitudes towards science and scientific perspectives in the future depend on early childhood science experiences. Preservice teachers who are provided with the opportunity to develop positive attitudes and self-efficacy towards science teaching before they enter professional life are more likely to help preschoolers develop positive attitudes towards science in their professional life. The aim of this 12-week study was, therefore, to determine the effect of a shadow play workshop on early childhood preservice teachers’ self-efficacy beliefs and attitudes towards science teaching and to investigate their workshop experiences and application processes. This study employed an explanatory sequential mixed methods design. The sample consisted of 24 first-year early childhood preservice teachers. Quantitative data were collected using the Early Childhood Teachers’ Attitudes Toward Science Teaching (TSAS) and the Science Teaching Efficacy Belief Instrument (STEBI) and were analyzed using the Wilcoxon Signed Ranks test and the dependent sample t-test. Qualitative data were collected through focus group interviews and observations and were analyzed using content analysis. Results showed that shadow play had a positive effect on participants’ self-efficacy beliefs and attitudes towards science teaching, indicating that shadow play is an interesting, fun, and effective material that can be used in early childhood science education to turn abstract concepts into concrete forms. Results were discussed with reference to literature, and recommendations were made for future studies.

Keywords: Early Childhood, Science Education, Shadow Play, Teacher Education, Arts in Science

How to Cite this Article?

APA 6th edition
Ocal, E., Karademir, A., Saatcioglu, O. & Yilmaz, H.B. (2021). A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play . Educational Policy Analysis and Strategic Research, 16(3), 209-244. doi: 10.29329/epasr.2021.373.12

Harvard
Ocal, E., Karademir, A., Saatcioglu, O. and Yilmaz, H. (2021). A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play . Educational Policy Analysis and Strategic Research, 16(3), pp. 209-244.

Chicago 16th edition
Ocal, Erdinc, Abdulhamit Karademir, Ozkan Saatcioglu and Hatice Busra Yilmaz (2021). "A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play ". Educational Policy Analysis and Strategic Research 16 (3):209-244. doi:10.29329/epasr.2021.373.12.
References
  1. Abed, O. H. (2016). Drama-based science teaching and its effect on students' understanding of scientific concepts and their attitudes towards science learning. International Education Studies, 9(10), 163-173. http://dx.doi.org/10.5539/ies.v9n10p163 [Google Scholar]
  2. Akcanca, N., Aktemur Güler, S. & Alkan, H. (2017) Examination of pre-school teachers' views on science education practices. Caucasian Journal of Science, 1-19. [Google Scholar]
  3. Akyol, N. & Birinci Konur, K. (2018). Investigation of teachers and administrators' views on the applicability of science education in preschool period. Kastamonu Education Journal, 26(2), 547-557.  https://doi.org/10.24106/kefdergi.389823 [Google Scholar] [Crossref] 
  4. Ampartzaki, M. & Kalogiannakis, M. (2016). Astronomy in early childhood education: A concept-based approach. Early Childhood Education Journal, 44(2), 169-179. http://doi.org/10.1007/s10643-015-0706-5 [Google Scholar]
  5. Anagün, Ş. S., Bayrak, E. & Yeşilkaya, E. (2010). Students' participation in science and technology lessons of puppets and effect on learning. E-Journal of New World Sciences Academy, 5(4), 1984-1992. [Google Scholar]
  6. And, M. (1977). Shadow Play in the World and in Us. Turkey Business Bank Publications. [Google Scholar]
  7. Archila, P. A. (2017). Using drama to promote argumentation in science education. Science & Education, 26(3-4), 345-375. https://doi.org/10.1007/s11191-017-9901-7 [Google Scholar] [Crossref] 
  8. Atkın, Ö. (2010). Shadow theater in Turkey an Example "Orhan Kurt." (Unpublished master thesis). Haliç University Social Sciences University Theater Department, Istanbul. [Google Scholar]
  9. Aydoğdu, F., Halim Ulaş, A. (2017). The effect of integrated puppet and drama activities on the social emotional development of children attending pre-school education. Academic View Journal, 59, 346-354. https://doi.org/10.3844/ajassp.2008.876.880 [Google Scholar] [Crossref] 
  10. Babaroğlu, A. & Okur-Metwalley, E. (2018). Opinions of preschool teachers on science education in early childhood. Hitit University Journal of Social Sciences Institute, 11(1), 125-148. https://doi.org/10.17218/hititsosbil.389149 [Google Scholar] [Crossref] 
  11. Bahçeci Sansar, S. (2010). Investigation of the Relationship Between Preschool Teachers' Attitudes Towards Science Teaching and the Methods They Use in Science Activities. (Unpublished master thesis). Abant İzzet Baysal University, Institute of Social Sciences, Bolu. [Google Scholar]
  12. Bai, Z., Blackwell, A.F. & Coulouris, G. (2015). Exploring expressive augmented reality: The fingar puppet system for social pretend play, Proceedings of the ACM CHI'15 Conference on Human Factors in Computing Systems, 1, 1035-1044. https://doi.org/10.1145/2702123.2702250 [Google Scholar] [Crossref] 
  13. Bayav, D. (2009). Art, science and interaction in Leonardo Da Vinci. Trakya University Journal of Social Sciences,11(2), 123-142.  [Google Scholar]
  14. Bolotta, A. (2017). Exploring art and science integration in an afterschool program (Order No. 10253851). Available from ProQuest Dissertations&Theses Global. (1931360822). [Google Scholar]
  15. Bose, K. & Seetso, G. (2016). Science and mathematics teaching through local games in preschools of Botswana. South African Journal of Childhood Education, 6(2), 1-9.  https://doi.org/10.4102/sajce.v6i2.453 [Google Scholar] [Crossref] 
  16. Bose, K., Tsamaase, M. & Seetso, G. (2013). Teaching of science and mathematics in pre-schools of Botswana: The existing practices. Creative Education, 4(7A1), 43-51. https://doi.org/10.4236/ce.2013.47A1006 [Google Scholar] [Crossref] 
  17. Braund, M. (2015). Drama and learning science: an empty space? British Educational Research Journal, 41(1), 102-121 https://doi.org/10.1002/berj.3130 [Google Scholar] [Crossref] 
  18. Brunton, P. & Thornton, L. (2010). Science in the early years: Building firm foundations from birth to five. Sage Publications. [Google Scholar]
  19. Buldu, E. & Olgan, R. (2018). Investigation points of differentiation between science literacy skills in terms of some indicators: the PISA findings-Turkey. International Journal of Human Sciences, 15(3), 1453-1465. https://doi.org/10.14687/jhs.v15i3.5279 [Google Scholar] [Crossref] 
  20. Bulut, M. (2014). An evaluation on the functional use of karagöz / shadow play in gaining language and cultural values in Turkish education. International Journal of Languages’ Education and Teaching, 2(3), 88-100.  [Google Scholar]
  21. Butler, S., Guterman, J. & Rudes, J. (2009). Using puppets with children in narrative therapy to externalize the problem. Journal of Mental Health Counseling, 31(3), 225-233. https://doi.org/10.17744/mehc.31.3.f255m86472577522 [Google Scholar] [Crossref] 
  22. Büyüktaşkapu, S., Çeliköz, N. & Akman, B. (2012). The effect of the constructivist science education program on the scientific process skills of 6 year old children. Education and Science, 37(165), 275-292.  [Google Scholar]
  23. Can, M. & Şahin,Ç. (2015). Investigation of pre-school teachers' attitudes towards science and science teaching. Journal of Abant İzzet Baysal University Education Faculty, 15(2), 13-26. [Google Scholar]
  24. Causa A., Vo, G. T., Toh, E., Chen, I. M., Yeo, S. H. & Tzuo, P. W. (2015). Developing and benchmarking show & tell robotic puppet for preschool education. Proceedings - IEEE International Conference on Robotics and Automation, 2015-June. Institute of Electrical and Electronics Engineers Inc., 6114-6119. https://doi.org/10.1109/ICRA.2015.7140057 [Google Scholar] [Crossref] 
  25. Chaille, C. & Britain, L. (2003). The young child as scientist. A constructivist approach to early childhood science education. (3 rd edition). Pearson Education.  [Google Scholar]
  26. Chan, D. W. (2003). Multiple intelligences and perceived self-efficacy among chineese secondary school teachers in Hong Kong. Educational Psychology, 23(5), 521-533. https://doi.org/10.1080/0144341032000123778 [Google Scholar] [Crossref] 
  27. Charlesworth, R. & Lind, K. K. (2013). Math and science for young children. (7th edition). Cengage Learning.  [Google Scholar]
  28. Cho, H., Kim, J. & Choi, D. H. (2003). Early childhood teachers’ attitudes toward science teaching: A scale validation study. Educational Research Quarterly, 27 (2), 33-42. [Google Scholar]
  29. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (Second ed.). Lawrence Erlbaum Associates. [Google Scholar]
  30. Conezio, K. & French, L. (2002). Science in the preschool classroom: Capitalizing on children’s fascination with the everyday world to foster language and literacy development. Young Children, 12-18.  [Google Scholar]
  31. Corbin, J. & Strauss, A. (2008). Strategies for qualitative data analysis. Basics of Qualitative Research. Techniques and procedures for developing grounded theory. Sage. [Google Scholar]
  32. Creswell, J. W. & Plano Clark V. L. (2015). Designing and conducting mixed methods research. (Trans. Dede, Y. & Demir, S. B.). Anı Publishing. [Google Scholar]
  33. Creswell, J. W., Plano Clark  V. L., Gutmann, M. & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.) Handbook of mixed methods in social & behavioral research (p. 209-240). Sage.  [Google Scholar]
  34. Çamlıbel Çakmak, Ö. (2006). Investigation of the Relationship Between Preschool Teachers' Attitudes Towards Science and Science Teaching and Understanding Levels of Some Science Concepts. (Unpublished master's thesis). Abant İzzet Baysal University, Institute of Social Sciences, Bolu. [Google Scholar]
  35. Çınar, S. (2013). Determining the activities that preschool teachers use in teaching science and nature subjects. Journal of Education and Training Research, 2(1), 364-371. [Google Scholar]
  36. Demir T. & Özdemir B. (2013). Value teaching with Karagöz / shadow plays in Turkish education. Journal of Values Education,11(25), 57-89. [Google Scholar]
  37. Dhanapal, S., Kanapathy, R. & Mastan, J. (2014). A study to understand the role of visual arts in the teaching and learning of science. Asia-Pacific Forum on Science Learning and Teaching, 15(2), 1-25. [Google Scholar]
  38. Diamond, B. S., Maerten-Rivera, J., Rohrer, R. E. & Lee, O. (2014). Effectiveness of a curricular and professional development intervention at improving elementary teachers’ science content knowledge and student achievement outcomes: Year 1 Results. Journal of Research in Science Teaching, 51 (5), 635–658. https://doi.org/10.1002/tea.21148 [Google Scholar] [Crossref] 
  39. Diğler, M. (2012). Painting Education in Early Childhood. (Edition 1). Pegem Academy. [Google Scholar]
  40. Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. https://doi.org/10.1111/j.1949-8594.1990.tb12048.x [Google Scholar] [Crossref] 
  41. Ersan, I. (2011). Figure and Turkish Shadow Play in Shadow Play Aesthetics: Karagöz. (Unpublished master thesis). Dokuz Eylul University, Fine Arts Institute, Izmir. [Google Scholar]
  42. Eshach,H. & Fried, M. N. (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 [Google Scholar] [Crossref] 
  43. Fettahlıoğlu, P., Matyar, F. & Ekici, G. (2015). Analysis of pre-service teachers' science teaching self-efficacy beliefs and attitudes according to learning styles. National Education, 205, 125-149.  [Google Scholar]
  44. Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (Third edition). Sage. [Google Scholar]
  45. Fleer, M. (2013). Affective imagination in science education: Determining the emotional natüre of scientific and technological learning of young children. Research in Science Education, 43(5), 2085-2106. https://doi.org/10.1007/s11165-012-9344-8 [Google Scholar] [Crossref] 
  46. French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. https://doi.org/10.1016/j.ecresq.2004.01.004 [Google Scholar] [Crossref] 
  47. Gallegos-Cazares, L., Flores-Camacho, F. & Caldero’n-Canales, E. (2009). Preschool science learning: The construction of representations and explanations about color, shadows, light and images. Review of Science, Mathematics and ICT Education, 3(1), 49-73. https://doi.org/10.26220/rev.121 [Google Scholar] [Crossref] 
  48. Genç Kumtepe, E. (2011). Science in Preschool Education. A. Özdaş (Ed.). Science Education in Early Childhood (p.132-158). Eskişehir: Anadolu University Open Education Faculty Publications. [Google Scholar]
  49.  Gençer, A. A. (2016). Examine the effect of drama method on the formation of children's ideas about scientists and inventions. Elementary Education Online, 15(1), 160-171. [Google Scholar]
  50. George, D. & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (fifteenth ed.). Taylor & Francis. [Google Scholar]
  51. Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M. & Fuccilo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238–264. https://doi.org/10.1080/10409280802595441 [Google Scholar] [Crossref] 
  52. Gurnon, D., Voss-Andreae, J. & Stanley, J. (2013). Integrating art and science in undergraduate education. PLOS Biology, 11(2), 1–4. https://doi.org/10.1371/journal.pbio.1001491 [Google Scholar] [Crossref] 
  53. Güvenir, Z. (2018). Preschool Teachers' Attitudes Towards Science Teaching and Their Status of Practicing Science Activities in Preschool Education Program. (Unpublished master thesis). Uşak University, Institute of Science, Uşak. [Google Scholar]
  54. Hamlin, M. & Wisneski, D. B. (2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. YC Young Children, 67(3), 82. [Google Scholar]
  55. Hartwig, E. K. (2014). Puppets in the playroom: Utilizing puppets and child-centered facilitative skills as a metaphor for healing. International Journal of Play Therapy, 23(4), 204. https://doi.org/10.1037/a0038054 [Google Scholar] [Crossref] 
  56. Hendrix, R., Eick, C. & Shannon, D. (2012). The integration of creative drama in an inquirybased elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23(7), 823-846. https://doi.org/10.1007/s10972-012-9292-1 [Google Scholar] [Crossref] 
  57. Henson, R. K. (2001). “Teacher self-efficacy: substantive implications and measurement dilemmas”, Educational Research Exchange Conference, Texas. January 26. EDSR No: ED 452208. [Google Scholar]
  58. Howell, D. C. (2013). Statistical methods for Psychology (Eighth ed.). Wadsworth Cengage Learning.  [Google Scholar]
  59. Inan, H. Z., Trundle, K. C. & Kantor, R. (2010). Understanding natural sciences education in a reggio emilia-inspired preschool. Journal of Research in Science Teaching, 47(10), 1186-1208.  https://doi.org/10.1002/tea.20375 [Google Scholar] [Crossref] 
  60. Jones, I., Lake, V. E. & Lin, M. (2008). Early Childhood Science Process Skills: Social and Developmental Considerations. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on Science and Technology in Early Childhood Education. (pp. 17-40). Information Age Publishing Inc. [Google Scholar]
  61. Kallery, M., & Psillos, D. (2001). Pre-school teachers’ content knowledge in science: Their understanding of elementary science concepts and of ıssues raised by children’s questions. International Journal of Early Years Education, 9(3), 165-177. https://doi.org/10.1080/09669760120086929 [Google Scholar] [Crossref] 
  62. Kallunki, V., Karppinen, S., & Komulainen, K. (2017). Becoming animated when teaching physics, crafts and drama together: A multidisciplinary course for student-teachers. Journal of Education for Teaching, 43(1), 32-47. https://doi.org/10.1080/02607476.2016.1182373 [Google Scholar] [Crossref] 
  63. Karademir, A., Kartal, A., & Turk, C. (2020). Science education activities in Turkey: A Qualitative comparison study in preschool classrooms. Early Childhood Education Journal, 48(3), 285–304. https://doi.org/10.1007/s10643-019-00981-1 [Google Scholar] [Crossref] 
  64. Karaer, H. & Kösterilioğlu, M. (2005). Determining the methods used by preschool teachers working in Amasya and Sinop provinces in teaching science concept. Kastamonu Education Journal,13 (2), 447-454.  [Google Scholar]
  65. Karamustafaoğlu, S. & Kandaz, U. (2006). Teaching methods and difficulties encountered in science activities in preschool education. Journal of Gazi Education Faculty, 26(1), 65-81. [Google Scholar]
  66. Koç, C. (2016). Teaching Methods. B. Doğan & V. Alkan (Ed.). Teaching Principles and Methods, 45-86. (2nd Edition). Educating Book. [Google Scholar]
  67. Krueger, R. A. & Casey, M. A. (2000). Focus groups: A practical guide for applied research (3 rd. Ed.). Sage, 4-5. [Google Scholar]
  68. Kudret, C. (1992). Karagoz. (2nd Edition). Information Publications.  [Google Scholar]
  69. Küçükturan, G. (2017). Theory to Practice Science Education in Pre School. H. Ş. Ayvacı & S. Ünal (Ed.) The role of science education and teacher in preschool period. Pegem Academy Publications, 55-69. [Google Scholar]
  70. Loxley, P., Dawes, L., Nicholls, L. & Dore, B. (2016). Science education that entertains and improves understanding in primary education. (Translated by H. Türkmen, M. Sağlam & E. Şahin Pekmez). Nobel Academic Publishing. [Google Scholar]
  71. McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second ed.). Cambridge University Press.  [Google Scholar]
  72. Mırzaie, R. A., Hamidi, F. & Anaraki, A. (2009). A study on the effect of science activities on fostering creativity in preschool children. Turkish Science Education, 6(3), 81-90.  [Google Scholar]
  73. Miles, M. B., Huberman, A. M. & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. (3rd. Ed). Sage. [Google Scholar]
  74. Nitko, A. J. & Brookhart, S. M. (2010). Educational Assessmenty of Students (Sixth ed.). Pearson Education, Inc.  [Google Scholar]
  75. Olgan, R., Güner-Alpaslan, Z. & Oztekin, C. (2014). Factors affecting pre-service teachers' expectation beliefs about science teaching. Education and Science, 39(173), 288-300. [Google Scholar]
  76. Orhan, A. T. (2018). Science Education in Early Childhood. A. T. Orhan (Ed.), Materials frequently used in early childhood science education. Educating Book Publications. [Google Scholar]
  77. Orkunoğlu, Y. M. (2016). Investigation of the Relationship Between Preschool Teachers' Attitudes Towards Science Teaching and Self-Efficacy Levels. (Unpublished master thesis). Yeditepe University, Institute of Educational Sciences, Istanbul. [Google Scholar]
  78. Osborne, J. F., Erduran, S. & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994-1020. https://doi.org/10.1002/tea.20035 [Google Scholar] [Crossref] 
  79. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literatüre and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199 [Google Scholar] [Crossref] 
  80. Öcal, E. (2014). The impact of drama method and puppet / Karagöz applications in teaching the topic of our body systems on student success and attitude. Unpublished Doctoral Dissertation. Gazi University, Ankara. [Google Scholar]
  81. Öcal, E., Karademir, A., Saatcioglu, O., & Demirel, B. (2021). Preschool teachers’ preparation programs: The use of puppetry for early childhood science education. International Journal of Educational Methodology, 7(2), 305-318. https://doi.org/10.12973/ijem.7.2.305 [Google Scholar] [Crossref] 
  82. Özbek, S. & Sığırtmaç, A. (2011). Examination of pre-school teachers' views and practices about science education. E- journal of new world sciences Academy, 6:1. [Google Scholar]
  83. Özdemir, N. (2006). Advertising industry and Karagöz. Intangible cultural heritage: living Karagöz international symposium papers. Gazi University, Ankara. THBMER Publications. [Google Scholar]
  84. Özgül, S. G., Saçkes, M. & Akman, B. (2017). Children's mental models for the shape of the Earth and the concepts of day and night. Journal of E-International Educational Research, 9(1), 66-88. [Google Scholar]
  85. Öztürk, E. (2010). Exploring the change in preschool teachers’ views about and practices of integration of visual art into science activities: a case study. (Unpublished doctorate thesis). Middle East Technical University, The Graduate School of Social Sciences, Ankara.    [Google Scholar]
  86. Pallant, J. (2011). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS (fourth ed.). Allen & Unwin. [Google Scholar]
  87. Ravanis, K., Christidou, V. & Hatzinikita, V. (2013). Enhancing conceptual change in preschool children’s representations of light: a sociocognitive approach. Research in Science Education, 43, 2257–2276. https://doi.org/10.1007/s11165-013-9356-z [Google Scholar] [Crossref] 
  88. Saçkes, M., Akman, B. & Trundle, C. K. (2012). A science methods course for early childhood teachers: a model for undergraduate pre-service teacher education. Necatibey Faculty of Education Journal of Electronic Science and Mathematics Education (EFMED), 6(2), 1-26. [Google Scholar]
  89. Saçkes, M., Trundle, K. C., Bell R. L. & O’Connell, A. A. (2010). The influence of early science experience in kindergarten on children’s immediate 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 [Google Scholar] [Crossref] 
  90. Sağlam, M. & Aral, N. (2015). The study of determine pre-school teachers’ ideas about science education. Inönü University Journal of the Faculty of Education, 16(3), 87-102. . https://doi.org/10.17679/iuefd.16308213 [Google Scholar] [Crossref] 
  91. Sevilen, M. (1969). Karagoz (1000 Basic Works). National Education Press. [Google Scholar]
  92. Simsar, A., Doğan, Y. & Yalçın, V. (2017). Examination of science centers and their use cases in preschool classes-Kilis example. Journal of Social Sciences,7 (14), 147-164. https://doi.org/10.31834/kilissbd.354745 [Google Scholar] [Crossref] 
  93. Skamp, K. (2011). Teaching primary science constructively. Scamp,K (Ed.). Teaching primary science constructively inside (1-54). Cengage Learning. [Google Scholar]
  94. Smar, B. J. (2000). Integrating art and science: A case study of middle school reform. (Unpublished doctorate thesis). The University of Toledo, USA.  [Google Scholar]
  95. Sullivan, G. M. & Feinn, R. (2012). Using Effect Size – or Why the P Value Is Not Enough. Journal of Graduate Medical Education, 4(3), 279-282. https://doi.org/10.4300/JGME-D-12-00156.1 [Google Scholar] [Crossref] 
  96. Şişman, B. (2009). Updating the topics and images of the Turkish shadow play. International Journal of Social Research, 2, 611-616. [Google Scholar]
  97. Taber, K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2 [Google Scholar] [Crossref] 
  98. Taha, F. & İvrendi, A. (2010). Science Learning and Teaching in Preschool Education. (2nd Edition). Root Publishing. [Google Scholar]
  99. Takaoglu, Z. B. & Demir, V. (2018). Evaluation of science activities applied in preschool education. Mediterranean Journal of Educational Research, 12(25), 76-101.  [Google Scholar]
  100. Tekkaya, C., Çakıroğlu, J. & Özkan, Ö. (2002). A case study on science teacher trainees. Education and Science, 27(126), 15-21. [Google Scholar]
  101. Tekkaya, C., Olgan, R. & Güner, Z. (2010). Epistemological beliefs, attitudes and self-efficacy towards pre-service teachers. IX. National Science and Mathematics Education Congress. Izmir Turkey. [Google Scholar]
  102. Temuçin, E. (2007). Puppet as an Artistic Expression Tool in the Children's Theater. (Unpublished master thesis). Ankara University, Institute of Social Sciences, Ankara. [Google Scholar]
  103. Tepe Yılmaz, S. (2014). Science and art as a human activity. Anadolu University Art and Design Journal, 6(6), 90-99. https://doi.org/10.20488/austd.68237 [Google Scholar] [Crossref] 
  104. Thompson, C. L. &  Shrigley,  R. L.  (1986).  What research  says:  Revising  the  science  attitude  scale.  School Science and Mathematics, 86(4), 331-343. [Google Scholar]
  105. Thompson, K. (1995). Maintaining artistic integrity in an interdisciplinary setting. Art Education, 48(6), 38-45. [Google Scholar]
  106. Thorndike, R. M. & Thorndike-Christ, T. (2010). Measurement and Evaluation in Psychology and Education (Eighth edition). Pearson Education. [Google Scholar]
  107. Trnova, E. & Tyrna, J. (2015). Formation of science concepts in pre-school science education. Procedia-Social and Behavioral Sciences, 197 (2015), 2339-2346. https://doi.org/10.1016/j.sbspro.2015.03.464 [Google Scholar] [Crossref] 
  108. Trundle, K. C. (2010). Best practices in science education:Teaching science during the early childhood years. National Geographic Learning. [Google Scholar]
  109. Tu, T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood Education Journal, 33(4), 245-251. https://doi.org/10.1007/s10643-005-0049-8 [Google Scholar] [Crossref] 
  110. Tu, T. & Hsiao, W. (2008). Preschool teacher-child verbal interactions in science teaching. Electronic Journal of Science Education, 12(2), 1-23.  [Google Scholar]
  111. Türkoğuz, S. & Yayla, Z. (2011). Development of attitude scale for the integration of science and art subjects. National Education,190, 256-268. [Google Scholar]
  112. Ünal, M. & Akman, B. (2006). Attitudes of preschool teachers towards science education. Hacettepe University Faculty of Education Journal, 30, 251-257. [Google Scholar]
  113. Verhoeff, R. P. (2017). The use of drama in socio-scientific inquiry-based learning. Cognitive and Affective Aspects in Science Education Research, 117-126. https://doi.org/10.1007/978-3-319-58685-4_9 [Google Scholar] [Crossref] 
  114. Worth, K. & Grollman, S. (2003). Worms, shadow and whirlpools: Science in early childhood classroom, NH: Heinemann. [Google Scholar]
  115. Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences (10th Edition, ss. 157-170). Seçkin Publications.  [Google Scholar]
  116. Yılmaz, F. & Taşkın, M. (2014). Teaching of Turkish as a foreign language and culture transfer with Hacivat Karagoz plays. The Journal of Academic Social Science, 2 (5), 270-288.  [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 3

September 2021

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.