Motivational Qualities of Hands-on
Science Activities for Turkish
Preservice Kindergarten Teachers

Mızrap Bulunuz

doi:10.12973/eurasia.2012.821a

Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers

Full Text (PDF)

Mızrap Bulunuz ¹ ^*

More Detail

¹ Uludag University, TURKEY^* Corresponding Author

Abstract

The purpose of this research, conducted in a science methods course in Turkey, was to explore the qualities of hands-on science activities which might motivate preservice kindergarten teachers to use these activities in their own classrooms. Two similar classes totaling 47 students and taught by the same instructor were used in this study. On surveys filled out at the end of the course, students rated course activities as fun, interesting, and high in learning and identified which activities they were likely to use in their own classrooms. Results indicated that student ratings of activities as fun, interesting, and high in learning were highly correlated and that students rated the activities they expected to use in the classroom significantly higher in fun, interest, and learning than the activities they did not intend to use. Implications for teaching science methods courses are discussed.

Keywords

motivation
hands-on science
kindergarten science education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2012, Volume 8, Issue 2, 73-82

https://doi.org/10.12973/eurasia.2012.821a

Publication date: 12 Jan 2012

Article Views: 2278

Article Downloads: 846

Open Access References How to cite this article

References

Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84 (3), 261- 271.
Aydede, M.N., & Matyar, F. (2009) Fen bilgisi öğretiminde aktif öğrenme yaklaşımının bilişsel düzeyde öğrenci başarısına etkisi. Journal of Turkish Science Education, 6(1), 115-127.
Ayvacı, H. Ş. (2010). A pilot survey to improve the use of scientific process skills of kindergarten children. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4 (2), 1-24.
Balım, A.G. (2009). The Effects of Discovery Learning on Students' Success and Inquiry Learning Skills. Eurasian Journal of Educational Research, 35, 1-20.
Beiswenger, R., Stepans, J. I., McClurg, P. A. (1998). Developing science courses for prospective elementary teachers. Journal of College Science Teaching, 27 (4), 253-257.
Bozdoğan A. E. & Yalçin, N. (2009). Effects of the exhibition science center training program on elementary students interest and achievement in science. Eurasia Journal of Mathematics, Science and Technology Education, 5 (1), 27-34.
Bulunuz, M. (2011). Evaluation of preservice elementary science teachers’ background science project experience. Journal of Turkish Science Education. 8 (4), 74-85.
Bulunuz, M, & Jarrett, O (2008). Development of positive interest and attitudes toward science and interest in teaching elementary science: İnfluence of inquiry methods course experiences. Paper was presented at the Teacher Education Policy in Europe (TEPE 2008), Univesity of Ljubljana, Slovenia.
Bulunuz, M., & Jarrett, S.O. (2009). Developing an interest in science: Background experiences of preservice elementary teachers. International Journal of Environmental and Science Education. 5 (1), 65-84.
Bulunuz, M., Jarrett, O.S., Bulunuz, N. (2009). Turkish middle school students’ conceptions on pyhsical properties of air. Journal of Turkish Science Education, 6(1), 37-49.
Bulunuz, M., Jarrett, O. S., Martin-Hansen, L. (in press, March 2012). Level of inquiry as motivator in an inquiry methods course for preservice elementary teachers. School Science and Mathematics.
Court, D. (1993). A playful environment in a cooperative physics classroom. Clearing House, 66(5), 295-299.
Çetin, O. & Günay, Y. (2006) Fen öğretiminde yapılandırmacı öğrenme yaklaşımının öğrenci tutumlarına ve öğrenme ortamına etkileri. Eurasian Journal of Educational Research, 25, 73-84.
Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43-70). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Fromberg, D. P. & Bergen, D. (1998). Play from birth to twelve and beyond: Contexts, perspectives, and meanings. New York: Garland Publishing, Inc.
Fulp, S. (2002). The status of elementary science teaching: National survey of science and mathematics education. Chapell Hill, NC: Horizon Research, Inc. Retrieved February 8, 2010 from, http://2000survey.horizonresearch.com/reports/elem_science.php
Galloway, D. (2000). The Impact of WyTRIAD Professional Development on Teacher Change. Doctoral Dissertation, University of Wyoming.
Glass, L. W., Aiuto, R., Andersen, H. O. (1993). Revitalizing teacher preparation in science: An agenda for action. Washington, DC: NSTA.
Glasser, W. (1998). Choice Theory: A new psychology of personal freedom. New York: Harper Collins.
Gregory, R. (1997). Science through play. In R. Levinson & J. Thomas (Eds.) Science today: Problem or crisis? (pp. 192- 205). London: Routledge.
Hawkins, D. (1990). Defining and bridging the gap. In E.Duckworth, J.Easley, D.Hawkins & A.Henriques (Ed.), Science education: A minds-on approach for the elementary years (pp. 97–139). Hillsdale , NJ : Lawrence Erlbaum Associates.
Hide, L. (1998, May-June). Geology as fun: The earth-fun roadshow. Geology Today, 14(3), 88-89.
Jarrett, O. S. (1998). Playfulness: A motivator in elementary science teacher preparation. School Science and Mathematics, 98(4), 181-187.
Jarrett, O. S. (1999). Science interest and confidence among pre-service elementary teachers. Journal of Elementary Science Education, 11(1), 49-59.
Jarrett, O. S. & Burnley, P. (2007). The role of fun, playfulness, and creativity in science: Lessons from geoscientists. In D. Sluss and O. Jarrett (Eds). Investigating play in the 21st Century: Play and Culture Studies, Vol. 7, (pp.188-202). Lanham, MD: University Press.
Jarrett, O. S. & Burnley, P. (2010). Lessons on the role of fun/playfulness from a geology undergraduate summer research program. Journal of Geoscience Education, 58(2), 110-120.
Jarrett, O. S. (in press, 2012). Çocuğun dünyasından bilim: Anlamlı öğrenme için etkinlikler. Ankara, Turkey: TÜBİTAK.
Kean, E. (1998). Chemist and play. In D.P. Fromberg & D. Bergen (Eds.) Play from birth to twelve and beyond: Context, perspectives, and meanings. (pp. 468-472). New York: Garland Publishing.
Keating, J. & Ihara, J. (1997/1998). An integrated content/process approach to teaching science to elementary teachers. Journal of College Science Teaching, 27 (3), 189-193.
King, C. (2006). How to bring geoscience to the public --- a UK “Science Week” experience. Geology Today, 22(6), 227-231.
Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.) The role of interest in learning and development (pp. 43-70). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Kumagai, J. (1996, March). Creating a place where science is fun. Physics Today, 77-78.
Lakin, L. (2006) Science beyond the classroom. Journal of Biological Education, 40(2), 89-90.
Laszlo, P. (2004, September-October). Science as play. American Scientist. Retrieved February 13, 2010 from http://www.pierrelaszlo.com/activities/lectures/110- science-as-play
Lewy A. (1991). The international encyclopedia of curriculum. Oxford, New York, Beijing, Frankfurt, Sao Paulo, Sydney, Tokyo, Toronto: Pergamun press.
Lowery, L.F (Ed.) (1997). NSTA pathways to the science standards: Elementary school edition. Arligton, VA: National Science Teachers Association.
Marcuccio, P. R., & Marshall, M. S. (Eds.). (1993). A strategy for change in elementary school science. Washington, DC: NSTA. Arlington, VA: National Science Teacher Association.
Mili Eğitim Bakanlığı [MEB] (2006). İlköğretim Fen ve Teknoloji Dersi Öğretim Programı ve Klavuzu. Devlet Kitapları Müdürlüğü: Anakara.
Minger, M.A. & Simpson, P. (2006). The impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teaching. Journal of Elementary Science Education, 18 (2) 49- 61.
Monighan-Nourot,P., Scales, B., Van Hoorn, J., & Almy, M. (1987). Looking at children’s play: A bridge between theory and practice. New York: Teachers College Press.
Murphy, M. K. (2000). Javametrics 101: Introducing nonscience majors to the chemistry laboratory. Journal of College Science Teaching, 30 (2), 106-108.
National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
Palmer, D. (1999). Students’ perceptions of high quality science teaching. Australian Science Teachers Journal, 45(3), 41-45.
Palmer, D. (2002). Preservice elementary teachers’ perceptions after visiting an interactive science center. An Online Journal for Teacher Research, 5(3), 1-6.
Palmer, D. (2004). Situational interest and the attitudes towards science of primary teacher education students. International Journal of Science Education, 26(7), 895-908.
Palmer, D. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46 (2), 147-165.
Piaget, J. (1969/70). Science of education and the psychology of the child. New York: Grossman Publishers.
Revetta, F. A. & Das, B. (2002). Integrating geology and physics to enhance science learning experience of students and serve the community. Journal of Geoscience Education, 50(2), 150-157.
Sabar, N. (1979) Science, Curriculum, and society: Trends in science curriculum. Science Education 63(2):257-269.
Silvertsen, M. L. (1993). State of the art: Transforming ideas for teaching and learning science, a guide for elementary science education (GPO number 065-000-00599-9). Washington, DC: U.S. Government Printing Office.
Stepans I. J., M. Shiflett, R.E. Yager., & B. W. Saigo. (2001) Professional Development Standarts (pp.25). In D. Siebert, W.J McIntosh (Eds) College Pathways to the Science Education Standards. Arlington, VA: National Science Teacher Association.
Stukus, P., & Lennox, J. (1995). Use of an Investigative Semester-Length Laboratory Project in an Introductory Microbiology Course. Journal of College Science Teaching 25, 135-39.
Tatar, N., & Kuru, M. (2009). Inquiry-based learning approach versus descriptive methods: Effects on elementary students' attitudes towards science. Pamukkale Eğitim Fakültesi Dergisi, 25, 142-152
Tobin, K. (1993). The practice of constructivism in science education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64(1), 37-54.
Trumbull, D.J. (1990). Introduction. In E. Duckworth, J. Easly, D. Hawking, & A. Henriques (Eds.) Science education: A minds-on approach for the elementary years (pp. 97-139). Hillsdale, NJ: Lawrence Erlbaum Associates.
Turkmen, L. & Bonnstetter, R. (1998). Inclusion of the nature of science in Turkish science education curriculum (K11): as a different approach. Science Education International, 9 (4), 15-19.
Uluçınar, Ş. Cansaran, A. & Karaca, A. (2004). The evaluation of laboratory studies in science, Türk Eğitim Bilimleri Dergisi, 2(4), 465-477.
Uzal, G., Erdem, A., Önen, F. & Gürdal, A. (2010). The evaluation of teachers’ opinions about hands-on science experiments and the performed in-service training. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 64-84.
Ünal, M. & Akman, B. (2006). Okulöncesi öğretmenlerinin fen eğitimine karşı gösterdikleri tutumlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 251-257.
Van Horn, J.M., Nourot, P. M., Scales, B. R., & Alward K. R. (1999). Play at the Center of the Curriculum (pp. 4) NJ: Merill Printece Hall.
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wassermann, S. (1998). Teaching Strategies. Play-debriefreplay: an instructional model for science. Childhood Education, 64 (4), 232-34.
Weiss, I. (1994). A profile of science and mathematics education in the United States. Chapel Hill, NC: Horizon Research, Inc.

How to cite this article

APA

Bulunuz, M. (2012). Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 8(2), 73-82. https://doi.org/10.12973/eurasia.2012.821a

Vancouver

Bulunuz M. Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers. EURASIA J Math Sci Tech Ed. 2012;8(2):73-82. https://doi.org/10.12973/eurasia.2012.821a

AMA

Bulunuz M. Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers. EURASIA J Math Sci Tech Ed. 2012;8(2), 73-82. https://doi.org/10.12973/eurasia.2012.821a

Chicago

Bulunuz, Mızrap. "Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers". Eurasia Journal of Mathematics, Science and Technology Education 2012 8 no. 2 (2012): 73-82. https://doi.org/10.12973/eurasia.2012.821a

Harvard

Bulunuz, M. (2012). Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 8(2), pp. 73-82. https://doi.org/10.12973/eurasia.2012.821a

MLA

Bulunuz, Mızrap "Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 8, no. 2, 2012, pp. 73-82. https://doi.org/10.12973/eurasia.2012.821a