Comparison of conceptual knowledge levels of students who took and did not take preschool education: Example of earth, sun, and moon
DOI:
https://doi.org/10.37134/saecj.vol9.no2.4.2020Keywords:
conceptual knowledge, preschool, earth, sun, moonAbstract
Children start to gain concepts from an early age. They are particularly sensitive to what is happening in their close surroundings. As a result of their daily observations, they can create various conceptual information about the Earth, Sun, and Moon. It is thought that the participation of children in the education process is very important for this information to become basic. The aim of this study is to reveal the variation in knowledge levels about the concepts of the Earth, Sun, and Moon of students who do or do not take preschool education. The research is qualitative, and it was conducted with a total of 40 students aged 6-7. In order to collect the data, we created and used a semi-structured interview form. With this form, students' information about the shapes, movements, colors, and dimensions of the Earth, Sun, and Moon were collected. In the analysis given, content analysis was used, and the answers given were expressed as percentage and frequency. As a result of this study, we concluded that the students who take preschool education were more knowledgeable about the information, expression, explanation, and analogy of the concepts of Earth, Sun, and Moon and their shapes, colors, movements, and dimensions than were the students who did not have a preschool education.
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References
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Ekinci, O. (2001). The Impact of preschooling on the success of first year elemantary school students (A case study in Gaziantep). (Unpublished Master Thesis). Gaziantep University, Gaziantep.
Ergün, S. (2003). Comparison of mathematical successes and ability of the first year students who studied in kindergartens in primary school to those who didn't. (Unpublished Master Thesis). Marmara University, İstanbul.
Esaspehlivan, M. (2006). Elementary school readiness of 78 and 68 month old, preschool attendant and non-attendant children. (Unpublished Master Thesis). Marmara University, İstanbul.
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Hannust, T., & Kikas, E. (2007). Children’s knowledge of astronomy and its change in the course of learning. Early Childhood Research Quarterly, 22(1), 89–104.
Hannust, T., & Kikas, E. (2012). Changes in children’s answers to open questions about the earth and gravity. Child Development Research, 1–10.
Hayes, B. K., Goodhew, A., Heit, E., & Gillan, J. (2003). The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 86(4), 253–276.
Johnson, A. D., Finch, J. E., & Phillips, D. A. (2019). Associations between publicly funded preschool and low-income children’s kindergarten readiness: The moderating role of child temperament. Developmental Psychology, 55(3), 623–636.
Kallery, M. & Psillos, D. (2001). Preschool teachers’ content knowledge in science: Their understanding of elementary science concepts and of issues raised by children’s questions. International Journal of Early Years Education, 9(3), 165-179.
Kallery, M. (2004). Early-years teachers’ late concerns and perceived needs in science: An exploratory study. European Journal of Teacher Education, 27(2), 147-165.
Kamay, P. O. & Kaşker, Ş. Ö. (2006). İlk fen deneyimlerim. SMG Publication.
Kampeza, M. (2006). Preschool children’s ideas about the Earth as a cosmic body and the day / night cycle. Journal of Science Education, 7(2), 119–122.
Kırca, M. A. (2007). Analysis of the preschool educations effect on reading readiness of elementary school children of the first grade. (Unpublished Master Thesis). Hacettepe University, Ankara.
Kızılçaoğlu, A., & Taş, H. İ. (2007). The importance of using model globes in geographic education at primary and secondary schools. Dumlupınar University Journal of Social Sciences, 18, 63-82.
Köktürk, Ş. & Eyri, S. (2003). Linguistics and semiotics: Understanding ferdinand de saussure and semiotics. Sakarya University Journal of Science & Literature, 2, 123-136.
Küçüközer, H., & Bostan, A. (2010). Ideas of kindergarten students on the day-night cycles, the seasons and the Moon phases. Journal of Theory and Practice in Education, 6(2), 267-280.
Lind, K. K. (2005). Exploring science in early childhood education: A developmental approach (4th ed.). Thomson Delmar Learning.
Lutz, S. & Huitt, W. (2018). Connecting cognitive development and constructivism. In W. Huitt (Ed.), Becoming a Brilliant Star: Twelve core ideas supporting holistic education (pp. 45-63). IngramSpark. http://www.edpsycinteractive.org/papers/2018-03-lutz-huitt-brilliant-star-cognitive-development.pdf
Marzuki, M. H., & Md Yassin, S. (2015). Project approach in science: An exploratory case study. Southeast Asia Early Childhood Journal, 4, 43-52. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/970
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Edition). Thousand Oaks, CA: SAGE Publications.
Milliyet. (2020). Anaokuluna giden çocuk hayat boyu daha başarılı. https://www.milliyet.com.tr/gundem/anaokuluna-giden-cocuk-hayat-boyu-daha-basarili-1401432
Mohd Tahir, A., & Yunus, F. (2018). Penguasaan integrasi visual-motor kanak-kanak prasekolah di SK, SJKC dan SJKT. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 7, 1-11. https://ejournal.upsi.edu.my/index.php/JPAK/article/view/906
Mohd Yusop, N. A., Abdul Rahman, N., Md Yassin, S., & Mohamed Isa, Z. (2018). Penyiasatan secara inisiatif kanak-kanak menerusi pendekatan projek. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 7, 30-49. https://ejournal.upsi.edu.my/index.php/JPAK/article/view/910
Mukunthan, T. (2016). A study on Sri Lankan children’s conception of space. Southeast Asia Early Childhood Journal, 5, 40-49. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/989
Nachiappan, S., Julia, I. P., Abdullah, N., Sehgar, S. C., Suffian, S., & Sukri, N. A. (2019). Pelaksanaan kemahiran berfikir aras tinggi oleh guru dalam pengajaran dan pembelajaran di tadika. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 8, 24-32. https://ejournal.upsi.edu.my/index.php/JPAK/article/view/3154
Okur Akçay, N. (2014). The effect of learning together method on teaching contrast concepts. Journal of Research in Educational and Teaching, 3(1), 398-405.
Özbek, A. (2003). The Comparison of primary school first grade students attented and not attented presshool education in terms of school improvement based on teachers point of view. (Unpublished Master Thesis). Anadolu cUniversity, Eskişehir.
Özsoy, S. (2012). Is the Earth flat or round? Primary school children’s understandings of the planet earth: The case of Turkish children. International Electronic Journal of Elementary Education, 4(2), 407-415.
Panagiotaki, G., Nobes, G., & Banerjee, R. (2006). Children ’ s representations of the earth: A methodological comparison. British Journal of Developmental Psychology, 24(2), 353–372.
Pehlivan, D. (2006). Evaluation of transition period of first grade reading and writing of students who attend pre-school and the ones who don’t attend in the light of view of teachers and students (a qualitative research). (Unpublished master thesis). Çukurova University, Adana.
Rahelly, Y., & Ayob, A. (2016). Perbandingan proses penggubalan dan kandungan kurikulum pendidikan awal kanak-kanak di antara negara Indonesia dan Malaysia. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 5, 1-18. https://ejournal.upsi.edu.my/index.php/JPAK/article/view/853
Rhodes, M., Gelman, S.A. (2009). A developmental examination of the conceptual structure of animal, artifact and human social categories across two cultural contexts. Cognitive Psychology, 59(3), 244-274.
Saçkes, M. & Korkmaz, H. İ. (2015). Kindergartners’ mental models of the shape of the earth. Elementary Education Online, 14(2), 734-743.
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2020-09-29
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Akcay, A., & Okur Akçay, N. (2020). Comparison of conceptual knowledge levels of students who took and did not take preschool education: Example of earth, sun, and moon. Southeast Asia Early Childhood Journal, 9(2), 58–72. https://doi.org/10.37134/saecj.vol9.no2.4.2020
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