Evaluation of Parents’ Views on An Early Childhood Science Program Including Activities in Out-of-School Learning Environments
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Published
Jan 30, 2023
Abstract
Young children’s instinctive curiosity is essential in early childhood science education. Efficacious science education is associated with the characteristics of a qualified science program and an effective learning environment. The out-of-school learning environments make it easier to achieve the aims of science education in early childhood with their opportunities and advantages. This single case study aimed to reveal the views of the parents of children aged 60-72 months who participated in an early childhood science program that included science activities in out-of-school learning environments, in the classroom, and at home. The Program, which included parent involvement activities in the classroom, out-of-school learning environments and at home, was implemented for seven weeks. After completing all activities of the Program, the data obtained from the interviews with the parents were analyzed. The findings showed that parents were interested in science and supported their children regarding science subjects, spent time at home on science activities, and visited out-of-school learning environments with their children. It was determined that the out-of-school learning activities of the Program contributed a lot to the child, and the studies of parent involvement at home contributed variously for both the child and the parents. The Program was effective as a whole and parents requested its implementation throughout the school year. Based on these findings, in this research, we discussed the importance of frequently including science activities in out-of-school learning environments and classroom activities in early childhood and the parents’ involvement in the science education process as valuable stakeholders.
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Keywords
Out-of-school Learning Environment, Early Childhood, Parent Involvement, Science Education
References
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Balçın, M. D., & Yavuz-Topaloğlu, M. (2019). Investigation of primary school students’ perceptions towards engineers and scientists at out-of-schoollearning environments. Ordu University Journal of Social Science Research, 9(1):157-170.
Bamberger, Y., & Tal. T. (2008). Multiple outcomes of class visits to natural history museums: The students’ view. Journal of Science Education and Technology, 17(3):274-284.
Bozdoğan, A. E., & Kavcı, A. (2016). The effects of out of class teaching activities to secondary shool students’ academic achievement in science course. Gazi Journal of Education Sciences, 2(1):13-30.
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Camarero-Figuerola, M., Dueñas, J.M., & Renta-Davids, A.I. (2020). The relationship between family involvement and academic variables: A systematic review. Research in Social Sciences and Technology, 5(2):57-71. DOI: https://doi.org/10.46303/ressat.05.02.4
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Guardino, C., Hall, K.W., Largo-Wight, E., & Hubbuch, C. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2):113-126. DOI: https://doi.org/10.1007/s42322-019-00033-7
Güler, D., & Hazır Bıkmaz, F. (2002). Teachers’ views on the realization of the science activities in preschools. Educational Sciences and Practice, 1(2):249-267.
Hachey, A.C., & Butler, D.L. (2009). seeds in the window, soil in the sensory table: Science education through gardening and nature-based play. Young Children, 64(6):42-48.
Hoisington, C., Sableski, N., & DeCosta, I. (2010). A walk in the woods. Science and Children, 48(2):27-31.
İnce, S., & Akcanca, N. (2021). Parents’ views on out-of-school learning environments in preschool education. Mehmet Akif Ersoy University Journal of Education Faculty, 58:172-197.
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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.
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333(6045):971-974. DOI: https://doi.org/10.1126/science.1204528
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Balçın, M. D., & Yavuz-Topaloğlu, M. (2019). Investigation of primary school students’ perceptions towards engineers and scientists at out-of-schoollearning environments. Ordu University Journal of Social Science Research, 9(1):157-170.
Bamberger, Y., & Tal. T. (2008). Multiple outcomes of class visits to natural history museums: The students’ view. Journal of Science Education and Technology, 17(3):274-284.
Bozdoğan, A. E., & Kavcı, A. (2016). The effects of out of class teaching activities to secondary shool students’ academic achievement in science course. Gazi Journal of Education Sciences, 2(1):13-30.
Cabello, V. M., & Ferk Savec, V. (2018). Out-of-school opportunities for science and mathematics learning: Environment ad the third educator. LUMAT: International Journal on Math, Science and Technology Education, 6(2):3-8. DOI: https://doi.org/10.31129/LUMAT.6.2.35
Camarero-Figuerola, M., Dueñas, J.M., & Renta-Davids, A.I. (2020). The relationship between family involvement and academic variables: A systematic review. Research in Social Sciences and Technology, 5(2):57-71. DOI: https://doi.org/10.46303/ressat.05.02.4
Charlesworth, R., & Lind, K.K. (2013). Math and science for young children (7th Ed.). Belmont, CA: Wadsworth Cengage Learning.
Civelek, P., & Özyımaz-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
Conezio, K. & French, L. (2002). Science in the preschool clasroom: Capitalizing on children’s fascination with the everyday world to foster language and literacy development. Young Children, 57(5):12-18.
Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3):258-261. DOI: https://doi.org/10.1111/1467-9280.0034
Çolakoğlu, M. H. (2019). Okul programlarına Stem yaklaşımı ve okul dışı öğrenme ortamlarının entegrasyonu [Stem approach to school programs and integration of out-of-school learning environments]. In F. Köseoğlu, & U. Kanlı (Eds.), Okul duvarlarının ötesinde öğrenme yolculuğu: Bilim-teknoloji merkezleri ve bilim müzeleri [Learning journey beyond school walls: Science-technology centers and science museums] (pp.27-44). Ankara: Nobel Academic Publishing.
Çepni, S. (2014). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (7th Ed.). Trabzon: Celepler Printing.
Dağal, A. B., & Bayındır, D. (2016). The effects of museum visits on preschoolers’ positive emotions and knowledge levels towards museums. The Journal of Internatioal Education Science, 3(6):264-281.
DeMarie, D. (2001). A trip to the zoo: Children’s words and photographs. Early Childhood Research & Practice, 3(1):1-27.
Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320):107-111.
Dohn, N. B. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2):337-357.
Erkan, S., Uludağ, G., & Dereli, F. (2016). An investigation on the perceptions of preschool teachers, school administrators and parents on parent involvement. Ahi Evran University Journal of Kırşehir Education Faculty, 17(1):221-240.
Erten, Z. & Taşçi, G. (2016). Developing activities of out of the school learning environments for science classes, and analysing their effects on students’ scientific process skills. Erzincan University Journal of Education Faculty, 18(2):638-657.
Eshach (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2):171-189.
Fleer, M., & Rillero, P. (1999). Family involvement in science education: What are the outcomes for parents and students?. Studies in Science Education, 34(1):93-114. DOI: https://doi.org/10.1080/03057269908560150
Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5):535-549.
Graham, S. P., & Kankpi, T. (2020). Parental role in preschool child education: The case of Anomabo in the central region of Ghana. International Journal of Academic Research in Education and Review, 8(6):146-151. DOI: https//doi.org/10.14662/IJARER2020.210
Guardino, C., Hall, K.W., Largo-Wight, E., & Hubbuch, C. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2):113-126. DOI: https://doi.org/10.1007/s42322-019-00033-7
Güler, D., & Hazır Bıkmaz, F. (2002). Teachers’ views on the realization of the science activities in preschools. Educational Sciences and Practice, 1(2):249-267.
Hachey, A.C., & Butler, D.L. (2009). seeds in the window, soil in the sensory table: Science education through gardening and nature-based play. Young Children, 64(6):42-48.
Hoisington, C., Sableski, N., & DeCosta, I. (2010). A walk in the woods. Science and Children, 48(2):27-31.
İnce, S., & Akcanca, N. (2021). Parents’ views on out-of-school learning environments in preschool education. Mehmet Akif Ersoy University Journal of Education Faculty, 58:172-197.
Johnston, J. (2005). Early explaration in science (2nd Ed.). USA: Open University Press.
Kefi, S. (2020). Erken çocukluk dönemi fen eğitimi programları [Science education programs in early childhood]. In G. Uludağ (Ed.), Erken çocukluk döneminde fen eğitimi: Çocuğun keşif yolculuğu [Science education in early childhood: The child’s journey of discovery] (pp. 463-490). Ankara: Nobel Academic Publishing.
Kelly, L. (2012). Is science import ant in the early years?: Exploring good practice. In D. Stead, & L. Kelly (Eds.), Inspiring science in the early years (pp.1-15). New York: Open University Press.
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.
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333(6045):971-974. DOI: https://doi.org/10.1126/science.1204528
Kostelnik, M.J., Soderman, A.K., & Whiren, A.P. (2014). Developmentally appropriate curriculum- best practices in early childhood education (5th Ed.). London: Pearson.
Laçin-Şimşek, C. (2020). Introduction [Giriş]. C. Laçin Şimşek (Ed.), Fen öğretiminde okul dışı öğrenme ortamları [Out-of-school learning environments in science teaching] (2nd ed., pp. 1-18). Ankara: Pegem Academy Publishing.
Laçin-Şimşek, C., & Öztuna-Kaplan, A. (2022). The effect of a project implemented in a science center on teachers’ self-efficacy beliefs in organizing trips to out-of-school environments. Science Insights Education Frontiers, 12(2):1701-1718. DOI: https://doi.org/10.15354/sief.22.or060
Lester, S. (2007). Science through the year: Grades pre-K-K. USA: Teacher Created Resources.
Li, Q. (2022). Effects of different types of digital exhibits on children’s experiences in science museums. The Design Journal, 25(1):126-135.
Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2010). Teaching primary science promoting enjoyment and developing understanding (1st Ed.). Pearson Education Limited.
Mantzicopoulos, P., Patrick, H. & Samarapungavan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23:378-394. DOI: https://doi.org/10.1016/j.ecresq.2008.04.001
Martinez, A. (2015). Parent involvement and its affects on student academic achievement. Unpublished master’s thesis, California State University.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook (2nd Ed.). CA:SAGE Publications.
Mishra, L. (2012). Parental involvement in early childhood care education: A study. International Journal of Psychology and Behavioral Sciences, 2(2):22-27. DOI: https://doi.org/10.5923/j.ijpbs.20120202.04
Mumpuni, E.K., Sholeha, V., Murni, E.S., & Sidiq, Y. (2021). Parent understanding to support children science activity at home. Advances in Social Science, Education and Humanities Research. DOI: https://doi.org/10.2991/assehr.k.220503.096
National Research Council [NRC] (1996). National science education standarts. Accessed 01 April 2017. Available at: https://www.nap.edu/read/4962/chapter/1
National Research Conuncil [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Accessed 08 April 2015. Available at: https://bit.ly/3BieofL
National Science Teachers Association [NSTA] (1994). Parent involvement in science education. NSTA Board of Directors. Accessed 06 September 2022. Available at: https://bit.ly/3QjvRsA
Neill, P. (2008). Science and the outdoor classroom. Extensions Curriculum Newsletter of the High/Scope Foundation, 22(5), 1-7.
O’Connor, G., & Rosicka, C. (2020). Science in the early years. Paper 2: Science inquiry skills. Australian Council for Educational Research. Available at: https://research.acer.edu.au/early_childhood_misc/16
Okur-Berberoğlu, E., Sezer, B., Güder, Y., & Yalçın-Özdilek, Ş. (2013). Outdoor hydrobıology actıvıty’s effect on students’ affective perspective, case study: çanakkale, science camp. Kastamonu Education Journal, 21(3):1177-1198.
Öcal, E., & Uludağ, G. (2022). Erken çocukluk dönemi fen eğitiminde drama uygulamaları [Drama applications in early childhood science education]. Ankara: Nobel Academic Publishing.
Özbay-Karlıdağ, İ. (2021). Creating learning environments in preschool classrooms: perspectives of pre-service preschool teachers. International Journal of Progressive Education, 17(3):337-342.
Partnership for 21st Century Learning (2019). Framework for 21st century learning. Accessed 01 August 2020. Available at: https://bit.ly/3RDqXb5
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How to Cite
Uludağ, G., & Erkan, N. S. (2023). Evaluation of Parents’ Views on An Early Childhood Science Program Including Activities in Out-of-School Learning Environments. Science Insights Education Frontiers, 14(1), 1965–1989. https://doi.org/10.15354/sief.23.or085
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