Examining the Science Process Skills of Preschoolers with Regards To Teachers’ and Children’ Variables

Abstract

The aim of this research is defining whether the science skills preschool children who are receiving early childhood education differ from children’s age, gender, school type, status of getting early childhood education before and its duration, their parents’ educational level, teacher’s duration of implementing science activity, their period of service, department of graduation. The sample of the research contains 250 children and 50 early childhood educators in these children’s classroom. In this study, Science Observation Form and Personal Information Form are used as data collection tool. The collected data was analyzed with SPSS 16.0 package program. It was reached that while the independent variables which are children’s age, school type, status of getting early childhood education before are determinant of children’s science skills, the children’s gender, teacher’s duration of implementing science activity and their period of service are not determinant of children’s science skills.