Research Article
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Year 2023, Volume: 5 Issue: 1, 259 - 274, 30.06.2023
https://doi.org/10.51535/tell.1261695

Abstract

References

  • Abell, S. K. & Lederman N. G. (2007). Handbook of research on science education. NJ Lawrence Erlbaum Associates.
  • Akanca, N., Aktemur Gürler, S. & Alkan, H. (2017). The science education practices of pre-school teachers determining their opinions. Caucasian Journal of Science, 4(1), 1-19.
  • Akay, Ö.S., Kaya, B. & Kılıç, S. (2012). The effects of concept maps on the academic success and attitudes of 11th graders while teaching urinary system. International Online Journal of Primary Education, 1 (3), 23-30.
  • Akbaş, Y. (2002). Elementary 6th grade students' understanding of geographical concepts and their misconceptions. Unpublished master’s thesis. Karadeniz Technical University, Trabzon.
  • Akman, B. Gangal, M. & Kardeş, S. (2017). Investigation of Science centers in pre-school education class. Akdeniz University Journal of the Institute of Social Sciences, 1 (1), 40-56.
  • Alawiyah, N., Endang, S. & Triastuti, S. (2018). Analysis of misconception on solubility and solubility product constant (ksp) using three-tier multiple choice test. Journal of Innovative Science Education, 7(1), 122-9.
  • Aydın, Ö. & Özkara, D. (2011) Determination of prospective science teachers’ misconceptions and lack of knowledge on the occurrence of natural electrification in the atmosphere. Adıyaman University Journal of Social Sciences, 4(6) 11-20. https://doi.org/10.14520/adyusbd.122 Ayers, T. (1999). Early start counts in science education. Science, 284(5423), 2189-2192.
  • Baldwin, J. L., Adams, S. M., & Kelly, M. K. (2009). Science at thecenter: An emergent, standards-based, child-centered frameworkfor early learners. Early Childhood Education Journal, 37(1),71–77. https://doi.org/10.1007/s10643-009-0318-z
  • Barke, H. D., Hazari, A., & Yitbarek, S. (2008). Misconceptions in chemistry: Addressing perceptions in chemical education. Springer Science & Business Media.
  • Bodrova, E., & Leong, D. J. (2017). Tactics: Use of language. In G. Haktanır, (Çeviri Ed.), Tools of The Mind. The Vygotskian Approach to Early Childhood Education (pp. 109-129). Anı Publishing.
  • Bredekamp, S. (2015). Effective Practices in Early Childhood Education (2nd Edition). (Çev. Hatice Zeynep İnan ve Taşkın İnan). 343-345. Nobel.
  • Büyükkasap, E., Düzgün, B., & Ertuğrul, M. (2001). High school students' misconceptions about light. Milli Eğitim Dergisi, 1(149), 32-35.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Scientific research methods (11th edition). Pegem Akademi.
  • Charlesworth, R. & Lind, K. K. (2013). Math and science for young children. (Seventh edition). Wadsworth Cengage Learning. Chavan, R. & Patankar, P. (2016). Contructivist strategies for minimization of science misconceptions among school students. Aayushi International Interdisciplinary Reseach Journal (AIIRJ),1, 1-7.
  • Chiou, C. C., Lee, L. T. & Liu, Y. Q. (2012). Effect of Novak colorful concept map with digital teaching materials on student academic achievement. Procedia-Social and Behavioral Sciences, 64, 192-201. https://doi.org/10.1016/j.sbspro.2012.11.023
  • Civelek, P. & Özyılmaz Akamca, G. (2018). The effect of outdoor activities on scientific process skills of preschool children. Kastamonu Education Journal., 26(6), 2011-2019. https://doi.org/10.24106/kefdergi.2297
  • Committee on Undergraduate Science Education. (1997). Science teaching reconsidered: A handbook. National Academy Press. http://www.nap.edu/catalog.php?record_id=5287#toc.
  • Conezio, K. & French, L. (2002). Science in preschool classroom: Capitalizing on children’s fascination with the everyday world to foster language and literacy development. The National Association for the Education of Young Children, 57(5), 12-18.
  • Creswell, J.W. (2013). Qualitative research methods. (Çev. Ed. M. Bütün and S.B. Demir). Siyasal Publishing. Dove, J. (1998). Alternative conceptions about weather. School Science Review, 79(289), 65–69.
  • Duncan, D. M. (1999). What to do in a big lecture class, besides lecture? 00476773, 28(1), Academic Search Premier.
  • Eggen, P. & Kauchak, D. (2004). Educational Psychology: Windows, classrooms. Upper Saddle River: Pearson Prentice Hall.
  • Erdener, E. (2009). The arguments of vygotsky on thought and language: A critical view to Piaget. The Journal of Turkish Educational Sciences, 7(1), 85-103. https://dergipark.org.tr/tr/pub/tebd/issue/26140/275302
  • Erdiller, Z.B. & Mcmullen, M.B. (2003). Turkish teachers’ beliefs about developmentally app-ropriate practices in early childhood education. Hacettepe University Journal of Education, 25, 84-93. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/865-published.pdf
  • Esiobu, G. O. & Soyibo, K. (1995). Effect of concept and vee mappings under three learning modes on students’ cognitive achievement in ecology and genetics. Journal of Research in Science Teaching, 32(9), 971-996.
  • Fleer, M. (2009). Understanding the dialectical relations between everyday concepts and scientific Concepts within play-based programs. Research in Science Education. 39(2). 281-306.
  • Guo, Y., Wang, S., Hall, A.H., Breit-Smith, A. & Busch, J. (2015). The effects of science instruction on young children’s vocabulary learning: A research synthesis. Early Childhood Education Journal, 43(4), 359–367. https://doi.org/10.1007/s10643-015-0721-6
  • Güven, İ. & Gürdal, A. (2002). Ortaöğretim fizik derslerinde deneylerin öğrenme üzerindeki etkileri. V. National Science and Mathematics Education Congress, Ankara, Türkiye.
  • Hedegaard, M., & Chaiklin, S. (2005). Radical-local teaching and learning: A cultural–historical approach. Denmark: Aarhus University Press.
  • Henriques, L. (2000). Children's misconceptions about weather: A review of the literature, The Annual Meeting of the National Association of Research in Science Teaching, New Orleans, LA, http:// www.csulb.edu/~ lhenriqu/ NARST2000. htm, 18 Kasım 2004
  • Izzati, S., & Rochmah, N. (2020). Analysis of students’ comprehension and misconception towards the topic of salt solubility. Jurnal Penelitian dan Pembelajaran IPA, 6(1), 152-165.
  • Kambouri, M. (2011). Teachers and children’s misconceptions in science. BEI's Education-line collection. http://www.leeds.ac.uk/bei/COLN/COLN_default.html
  • Kıldan, O. & Pektaş, M. (2009). Preschool teachers’ views regarding the teaching of the subjects related to science and nature during early childhood. Ahi Evran University Journal of Kırşehir Education Faculty, 10(1), 113-127.
  • Kirbulut, Z. D. & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science & Technology Education, 10 (5), 509-21.
  • Kostelnik, M. J., Soderman, A. K., Whiren, A. P. & Rupiper, M. L. (2019). Cognitive Domain. Çev. Ed. E. Ahmetoğlu ve İ. H. Acar. (pp. 341-377). Nobel.
  • Lind, K. K. (1998). Science in early childhood: Developing and acquiring fundemental concepts and skills. Paper Presented at the Forum Early Childhood Science, Mathematics and Technology Education. Washigton, DC, February 6-8.
  • Macpherson, F. (2011). Taxonomising the senses. Philosophical studies, 153, 123-142 https://doi.org/10.1007/s11098-010-9643-8.
  • Miner, J. T. (1992). An early childhood study of the water cycle. Unpublished Master of Art Thesis, University of Nevada, Las Vegas, NV.
  • MoNE (2013). Preschool Educational Program. Ankara: Ministry of National Education General Directorate of Basic Education
  • National Research Council [NRC] (1996). National science education standards. National Academy Press.
  • Newton, D.P. (2000). Teaching for understanding: What it is and how to do it. RoutledgeFalmer.
  • Nikolić, D. (2010). The brain is a context machine. Review of Psychology, 17(1), 33-38.
  • Osborne, R. J. & Cosgrove, M. M. (1983). Children's conceptions of the changes of state of water. Journal of Researc in Science Teacing, 20(9), 825-838. https://doi.org/10.1002/tea.3660200905
  • Öztuna, A. (2002). Influence of concept maps constructed in group cycles on academi̇c success and conceptual development. Unpublished master’s thesis. Marmara University, İstanbul.
  • Perkins, D. Ν., Jay, E. & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21. http://www.jstor.org/stable/23087298
  • Piaget, J. (1972). Child’s conceptions of the world (J. A. Tomlinson, Trans.). Littlefield Adams (Original work published 1928).
  • Platten, L. (1995). Talking geography: An investigation into young children’s understanding of geographical terms Part-2, International Journal of Early Years Education, 3(3), 69-84. https://doi.org/10.1080/0966976950030304
  • Rowell, A. J., Dawson, C. J. & Harry, L. (1990). Changing misconceptions: A challenge to science education. International Journal Science Education, 12(2),167- 175.
  • Saçkes, M., Akman, B. & Trundle, K.C. (2012). A science methods course for early childhood teachers: a model for undergraduate pre-service teacher education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2),1-26.
  • Saçkes, M., Trundle, K.C. & Flevares, L.M. (2010). Four to six-year-old children's conceptions of the mechanism of rainfall. Early Childhood Research Quarterly, 25(4), 536-546. http://dx.doi.org/10.1016/j.ecresq.2010.01.001
  • Senemoğlu, N. (2001). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Gazi kitapevi.
  • Smolleck, L. & Hershberger, V. (2011). Playing with science: An investigation of young children’s science conceptions and misconceptions. Current Issues in Education, 14(1). http://cie.asu.edu/ojs/index.php/cieatasu/article/view/
  • Sözbilir, M. A. (2003). Review of selected literature on students’ misconceptions of heat and temperature, Boğaziçi University Journal of Education, 20(1), 25-41.
  • Stavy, R. (1990). Children's conception of changes in the state of matter: From liquid (or solid) to gas. Journal of Researc in Science Teacing, 27(3), 247-266. https://doi.org/10.1002/tea.3660270308
  • Tanık-Önal, N. & Sönmez-Eryaşar, A. (2022). Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study. Journal of Teacher Education and Lifelong Learning, 4(2), 163-180.
  • Thompson, F. & Logue, S. (2006). An exploration of common student misconceptions in science. International Education Journal, 7(4), 553-9.
  • Türnüklü, D. A. (2000). A qualitative research technique that can be used effectively in educational science research: interview. Educational Administration Theory and Practice, 24(24), 543-559.
  • Tytler, R. (1998). The nature of students’ informal science conceptions. International Jornal of Science Educetion, 20 (8), 901 – 927.
  • Ünal, M. & Akman, B. (2006). Attitudes of preschool teachers towards science education. Journal of Hacettepe University Faculty of Education, 30, 251-257. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/746-published.pdf
  • Venn, E. C. & Jahn, M. D. (2003). Teaching and learning in preschool: using individually appropriate practices in early childhood literacy instruction. International Reading Association.
  • Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585. https://doi.org/10.1016/0010-0285(92)90018-W
  • Watters, J., Diezmann, C., Grieshaber, S. & Davis, J. (2001). Enhancing science education for young children: a contemporary initiative. Australian Journal of Early Childhood, 26(2), 1-7. https://doi.org/10.1177/1836939101026002

Misconceptions in 5-6 Year Old Children: Formation of a Cloud

Year 2023, Volume: 5 Issue: 1, 259 - 274, 30.06.2023
https://doi.org/10.51535/tell.1261695

Abstract

Many phenomena and events in which children are included are suitable to be researched and discovered by children within the scope of science education. Children ask many questions while researching the scientific facts and phenomena they are curious about and learn new concepts. In this process, it is essential to teach the concepts children will learn and the new education to be formed. Therefore, this study aimed to examine the concept of cloud, which mainly attracts children's attention, and the current conceptual knowledge and misconceptions about cloud formation. For this purpose, the phenomenology pattern was used in the research. The study group consisted of 60-72 month-old children studying in an independent kindergarten affiliated with the Ministry of National Education in Antalya. A total of 12 children and one teacher were included in the study. The research used the 'Personal Information Form', ‘Children's Scientific Concepts Evaluation Form' and 'Teacher Interview Form for Science Education' as data collection tools for children and their teachers. The data were analyzed by the descriptive analysis method. Findings obtained from children were presented in the form of themes by coding. As a result of the research, it was determined that children had concept deficiencies and misconceptions about the formation of the cloud and that there were errors in the formation of meaning. In addition, teachers' suggestions were made to evaluate and change children's misconceptions.

References

  • Abell, S. K. & Lederman N. G. (2007). Handbook of research on science education. NJ Lawrence Erlbaum Associates.
  • Akanca, N., Aktemur Gürler, S. & Alkan, H. (2017). The science education practices of pre-school teachers determining their opinions. Caucasian Journal of Science, 4(1), 1-19.
  • Akay, Ö.S., Kaya, B. & Kılıç, S. (2012). The effects of concept maps on the academic success and attitudes of 11th graders while teaching urinary system. International Online Journal of Primary Education, 1 (3), 23-30.
  • Akbaş, Y. (2002). Elementary 6th grade students' understanding of geographical concepts and their misconceptions. Unpublished master’s thesis. Karadeniz Technical University, Trabzon.
  • Akman, B. Gangal, M. & Kardeş, S. (2017). Investigation of Science centers in pre-school education class. Akdeniz University Journal of the Institute of Social Sciences, 1 (1), 40-56.
  • Alawiyah, N., Endang, S. & Triastuti, S. (2018). Analysis of misconception on solubility and solubility product constant (ksp) using three-tier multiple choice test. Journal of Innovative Science Education, 7(1), 122-9.
  • Aydın, Ö. & Özkara, D. (2011) Determination of prospective science teachers’ misconceptions and lack of knowledge on the occurrence of natural electrification in the atmosphere. Adıyaman University Journal of Social Sciences, 4(6) 11-20. https://doi.org/10.14520/adyusbd.122 Ayers, T. (1999). Early start counts in science education. Science, 284(5423), 2189-2192.
  • Baldwin, J. L., Adams, S. M., & Kelly, M. K. (2009). Science at thecenter: An emergent, standards-based, child-centered frameworkfor early learners. Early Childhood Education Journal, 37(1),71–77. https://doi.org/10.1007/s10643-009-0318-z
  • Barke, H. D., Hazari, A., & Yitbarek, S. (2008). Misconceptions in chemistry: Addressing perceptions in chemical education. Springer Science & Business Media.
  • Bodrova, E., & Leong, D. J. (2017). Tactics: Use of language. In G. Haktanır, (Çeviri Ed.), Tools of The Mind. The Vygotskian Approach to Early Childhood Education (pp. 109-129). Anı Publishing.
  • Bredekamp, S. (2015). Effective Practices in Early Childhood Education (2nd Edition). (Çev. Hatice Zeynep İnan ve Taşkın İnan). 343-345. Nobel.
  • Büyükkasap, E., Düzgün, B., & Ertuğrul, M. (2001). High school students' misconceptions about light. Milli Eğitim Dergisi, 1(149), 32-35.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Scientific research methods (11th edition). Pegem Akademi.
  • Charlesworth, R. & Lind, K. K. (2013). Math and science for young children. (Seventh edition). Wadsworth Cengage Learning. Chavan, R. & Patankar, P. (2016). Contructivist strategies for minimization of science misconceptions among school students. Aayushi International Interdisciplinary Reseach Journal (AIIRJ),1, 1-7.
  • Chiou, C. C., Lee, L. T. & Liu, Y. Q. (2012). Effect of Novak colorful concept map with digital teaching materials on student academic achievement. Procedia-Social and Behavioral Sciences, 64, 192-201. https://doi.org/10.1016/j.sbspro.2012.11.023
  • Civelek, P. & Özyılmaz Akamca, G. (2018). The effect of outdoor activities on scientific process skills of preschool children. Kastamonu Education Journal., 26(6), 2011-2019. https://doi.org/10.24106/kefdergi.2297
  • Committee on Undergraduate Science Education. (1997). Science teaching reconsidered: A handbook. National Academy Press. http://www.nap.edu/catalog.php?record_id=5287#toc.
  • Conezio, K. & French, L. (2002). Science in preschool classroom: Capitalizing on children’s fascination with the everyday world to foster language and literacy development. The National Association for the Education of Young Children, 57(5), 12-18.
  • Creswell, J.W. (2013). Qualitative research methods. (Çev. Ed. M. Bütün and S.B. Demir). Siyasal Publishing. Dove, J. (1998). Alternative conceptions about weather. School Science Review, 79(289), 65–69.
  • Duncan, D. M. (1999). What to do in a big lecture class, besides lecture? 00476773, 28(1), Academic Search Premier.
  • Eggen, P. & Kauchak, D. (2004). Educational Psychology: Windows, classrooms. Upper Saddle River: Pearson Prentice Hall.
  • Erdener, E. (2009). The arguments of vygotsky on thought and language: A critical view to Piaget. The Journal of Turkish Educational Sciences, 7(1), 85-103. https://dergipark.org.tr/tr/pub/tebd/issue/26140/275302
  • Erdiller, Z.B. & Mcmullen, M.B. (2003). Turkish teachers’ beliefs about developmentally app-ropriate practices in early childhood education. Hacettepe University Journal of Education, 25, 84-93. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/865-published.pdf
  • Esiobu, G. O. & Soyibo, K. (1995). Effect of concept and vee mappings under three learning modes on students’ cognitive achievement in ecology and genetics. Journal of Research in Science Teaching, 32(9), 971-996.
  • Fleer, M. (2009). Understanding the dialectical relations between everyday concepts and scientific Concepts within play-based programs. Research in Science Education. 39(2). 281-306.
  • Guo, Y., Wang, S., Hall, A.H., Breit-Smith, A. & Busch, J. (2015). The effects of science instruction on young children’s vocabulary learning: A research synthesis. Early Childhood Education Journal, 43(4), 359–367. https://doi.org/10.1007/s10643-015-0721-6
  • Güven, İ. & Gürdal, A. (2002). Ortaöğretim fizik derslerinde deneylerin öğrenme üzerindeki etkileri. V. National Science and Mathematics Education Congress, Ankara, Türkiye.
  • Hedegaard, M., & Chaiklin, S. (2005). Radical-local teaching and learning: A cultural–historical approach. Denmark: Aarhus University Press.
  • Henriques, L. (2000). Children's misconceptions about weather: A review of the literature, The Annual Meeting of the National Association of Research in Science Teaching, New Orleans, LA, http:// www.csulb.edu/~ lhenriqu/ NARST2000. htm, 18 Kasım 2004
  • Izzati, S., & Rochmah, N. (2020). Analysis of students’ comprehension and misconception towards the topic of salt solubility. Jurnal Penelitian dan Pembelajaran IPA, 6(1), 152-165.
  • Kambouri, M. (2011). Teachers and children’s misconceptions in science. BEI's Education-line collection. http://www.leeds.ac.uk/bei/COLN/COLN_default.html
  • Kıldan, O. & Pektaş, M. (2009). Preschool teachers’ views regarding the teaching of the subjects related to science and nature during early childhood. Ahi Evran University Journal of Kırşehir Education Faculty, 10(1), 113-127.
  • Kirbulut, Z. D. & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science & Technology Education, 10 (5), 509-21.
  • Kostelnik, M. J., Soderman, A. K., Whiren, A. P. & Rupiper, M. L. (2019). Cognitive Domain. Çev. Ed. E. Ahmetoğlu ve İ. H. Acar. (pp. 341-377). Nobel.
  • Lind, K. K. (1998). Science in early childhood: Developing and acquiring fundemental concepts and skills. Paper Presented at the Forum Early Childhood Science, Mathematics and Technology Education. Washigton, DC, February 6-8.
  • Macpherson, F. (2011). Taxonomising the senses. Philosophical studies, 153, 123-142 https://doi.org/10.1007/s11098-010-9643-8.
  • Miner, J. T. (1992). An early childhood study of the water cycle. Unpublished Master of Art Thesis, University of Nevada, Las Vegas, NV.
  • MoNE (2013). Preschool Educational Program. Ankara: Ministry of National Education General Directorate of Basic Education
  • National Research Council [NRC] (1996). National science education standards. National Academy Press.
  • Newton, D.P. (2000). Teaching for understanding: What it is and how to do it. RoutledgeFalmer.
  • Nikolić, D. (2010). The brain is a context machine. Review of Psychology, 17(1), 33-38.
  • Osborne, R. J. & Cosgrove, M. M. (1983). Children's conceptions of the changes of state of water. Journal of Researc in Science Teacing, 20(9), 825-838. https://doi.org/10.1002/tea.3660200905
  • Öztuna, A. (2002). Influence of concept maps constructed in group cycles on academi̇c success and conceptual development. Unpublished master’s thesis. Marmara University, İstanbul.
  • Perkins, D. Ν., Jay, E. & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21. http://www.jstor.org/stable/23087298
  • Piaget, J. (1972). Child’s conceptions of the world (J. A. Tomlinson, Trans.). Littlefield Adams (Original work published 1928).
  • Platten, L. (1995). Talking geography: An investigation into young children’s understanding of geographical terms Part-2, International Journal of Early Years Education, 3(3), 69-84. https://doi.org/10.1080/0966976950030304
  • Rowell, A. J., Dawson, C. J. & Harry, L. (1990). Changing misconceptions: A challenge to science education. International Journal Science Education, 12(2),167- 175.
  • Saçkes, M., Akman, B. & Trundle, K.C. (2012). A science methods course for early childhood teachers: a model for undergraduate pre-service teacher education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2),1-26.
  • Saçkes, M., Trundle, K.C. & Flevares, L.M. (2010). Four to six-year-old children's conceptions of the mechanism of rainfall. Early Childhood Research Quarterly, 25(4), 536-546. http://dx.doi.org/10.1016/j.ecresq.2010.01.001
  • Senemoğlu, N. (2001). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Gazi kitapevi.
  • Smolleck, L. & Hershberger, V. (2011). Playing with science: An investigation of young children’s science conceptions and misconceptions. Current Issues in Education, 14(1). http://cie.asu.edu/ojs/index.php/cieatasu/article/view/
  • Sözbilir, M. A. (2003). Review of selected literature on students’ misconceptions of heat and temperature, Boğaziçi University Journal of Education, 20(1), 25-41.
  • Stavy, R. (1990). Children's conception of changes in the state of matter: From liquid (or solid) to gas. Journal of Researc in Science Teacing, 27(3), 247-266. https://doi.org/10.1002/tea.3660270308
  • Tanık-Önal, N. & Sönmez-Eryaşar, A. (2022). Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study. Journal of Teacher Education and Lifelong Learning, 4(2), 163-180.
  • Thompson, F. & Logue, S. (2006). An exploration of common student misconceptions in science. International Education Journal, 7(4), 553-9.
  • Türnüklü, D. A. (2000). A qualitative research technique that can be used effectively in educational science research: interview. Educational Administration Theory and Practice, 24(24), 543-559.
  • Tytler, R. (1998). The nature of students’ informal science conceptions. International Jornal of Science Educetion, 20 (8), 901 – 927.
  • Ünal, M. & Akman, B. (2006). Attitudes of preschool teachers towards science education. Journal of Hacettepe University Faculty of Education, 30, 251-257. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/746-published.pdf
  • Venn, E. C. & Jahn, M. D. (2003). Teaching and learning in preschool: using individually appropriate practices in early childhood literacy instruction. International Reading Association.
  • Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585. https://doi.org/10.1016/0010-0285(92)90018-W
  • Watters, J., Diezmann, C., Grieshaber, S. & Davis, J. (2001). Enhancing science education for young children: a contemporary initiative. Australian Journal of Early Childhood, 26(2), 1-7. https://doi.org/10.1177/1836939101026002
There are 61 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Hacer Tekerci 0000-0002-8866-6557

Buse Hançer 0000-0002-2559-2837

Aylin Sop 0000-0003-4962-0326

Early Pub Date June 22, 2023
Publication Date June 30, 2023
Acceptance Date June 13, 2023
Published in Issue Year 2023 Volume: 5 Issue: 1

Cite

APA Tekerci, H., Hançer, B., & Sop, A. (2023). Misconceptions in 5-6 Year Old Children: Formation of a Cloud. Journal of Teacher Education and Lifelong Learning, 5(1), 259-274. https://doi.org/10.51535/tell.1261695

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