Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method

Autor/inn/en	Duruk, Ümit; Akgün, Abuzer; Tokur, Fuat
Titel	Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method
Quelle	In: Universal Journal of Educational Research, 7 (2019) 3, S.675-690 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Preservice Teachers; Early Childhood Education; Scientific Principles; Scientific Methodology; Comprehension; Student Attitudes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Verstehen; Verständnis; Schülerverhalten; Ausland; Türkei
Abstract	The purpose of this study was to explore the understandings of prospective early childhood teachers on scientific knowledge and scientific method. The study was interpretive in nature. The data were collected through various open-ended questions with subsequent auxiliary ones directed towards ten participants during a combination of in-depth focus group interviews and getting peer feedbacks in this process. Conversations and discussions among the participants were tracked on a tape recorder during the sessions and translated verbatim. The study focused on convenience and criterion sampling. As a criterion, academic achievement (accumulated GDA's) was considered, and the participants were assigned to the final sample this way. The data were analyzed in accordance with the conceptual framework of Marshall and Rossman [1] using an analytical task of qualitative approach. All data that were described, categorized and related to each other in the analysis are given in categories as well as emergent codes. Views of the participants were related to each other in an interpretive manner. Based on the results, the implications and the directions for further study are discussed. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01