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    Children's science learning outside school: Parental support
    (Mehmet Tekerek, 2020) Cobanoglue, Rahime; Yurttas-Kumlu, Gulfem Dilek
    This study examined (a) the availability of basic science materials in children's home environment, (b) the frequency of parents' involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children's science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children's learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.
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    Öğe
    Metaconceptual activities of pre-service science teachers about the design of process to teach science concept
    (Routledge Journals, Taylor & Francis Ltd, 2022) Yurttas-Kumlu, Gulfem Dilek
    This study aims to determine pre-service science teachers' metaconceptual activities about the design of processes to teach science concepts in their pre-active phase. A single-case design was used. The eight pre-service science teachers participated in this study. An activity journal and an instruction process evaluation developed by the researcher and worksheets prepared by the pre-service science teachers were used as data collection tools. An inductive and comparative analysis was used to determine in detail the metaconceptual activities of the participants regarding the design of science concepts teaching practices in the pre-active phase. The main results are that (a) they performed various metaconceptual activities such as awareness, planning, monitoring and evaluation regarding their own learning, their tasks and their task performance, (b) they had a higher tendency to perform metacognitive activities for task and task performance and had a lower tendency to perform metacognitive activities for their own learning, (c) the activities they performed could differ based on science topic. As a suggestion, studies can be conducted to determine their metaconceptual activities in the interactive phase and in the post-active phase and to compare three phases of teaching to give an idea of integrating metacognition into teacher education.