logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE LTD
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
RHAPSODE LTD
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
early childhood science education puppets teacher education teaching methods

Preschool Teachers’ Preparation Programs: The Use of Puppetry for Early Childhood Science Education

Erdinc Ocal , Abdulhamit Karademir , Ozkan Saatcioglu , Beyza Demirel

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of .

T

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of a puppet-making and puppetry workshop on preservice preschool teachers’ beliefs and attitudes towards science education and looked into their experiences during and after puppet-making. Although participants faced some difficulties during the workshop, they developed numerous socioemotional skills. Puppetry activities can help preservice teachers learn how to deliver child-centered, stimulating, and interactive classes. Using puppets in early childhood science education can help teachers develop positive attitudes towards science and offer students high-quality, engaging, and creative activities.

Keywords: Early childhood science education, puppets, teacher education, teaching methods.

cloud_download PDF
Cite
Article Metrics
Views
1114
Download
1383
Citations
Crossref
3

Scopus

References

Akerson, V. L. (2004). Designing a science methods course for early childhood preservice teachers. Journal of Elementary Science Education, 16(2), 19–32.

Archilla, P. A. (2017). Using drama to promote argumentation in science education. Science & Education26(3), 345-375. https://doi.org/ 10.1007/s11191-017-9901-7

Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017). Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. CBE—Life Sciences Education16(4), 56. https://doi.org/10.1187/cbe.16-12-0344

Braund, M. (2015). Drama and learning science: An empty space? British Educational Research Journal41(1), 102-121. https://doi.org/10.1002/berj.3130

Brenneman, K., & Louro, I. F. (2008). Science journals in the preschool classroom. Early Childhood Education Journal, 36, 113–119. https://doi.org/10.1007/s10643-008-0258-z

Butler, S., Guterman, J., & Rudes, J. (2009). Using puppets with children in narrative therapy to externalize the problem. Journal of Mental Health Counseling31(3), 225-233.

Camlibel Cakmak, O. (2006). Okul oncesi ogretmen adaylarinin fene ve fen ogretimine yonelik tutumlari ile bazi fen kavramlarini anlama duzeyleri arasindaki ilişkilerin incelenmesi [Investigation of the relationships between preschool teacher candidates' attitudes towards science and science teaching and their level of understanding some science concepts] [Unpublished doctoral dissertation]. Abant İzzet Baysal University.

Cho, H., Kim, J., & Choi, D. H. (2003). Early childhood teachers’ attitudes toward science teaching: A scale validation study. Educational Research Quarterly, 27(2), 33-42.

Clark, V. L. P., & Ivankova, N. V. (2016). Mixed methods research: A Guide to the field. Sage Publications Inc.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Corbin, J., & Strauss, A. (2008). Techniques and procedures for developing grounded theory. Basics of qualitative research. (3rd ed.). Sage Publications Inc.

Creswell, J. W. (2007). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications Inc.

Cronje, A., De Beer, J., & Ankiewicz, P. (2015). The development and use of an instrument to investigate science teachers’ views on indigenous knowledge. African Journal of Research in Mathematics, Science and Technology Education, 19(3), 319–332. https://doi.org/10.1080/10288457.2015.1108567

De Beer, J., Petersen, N., & Brits, S. (2018). The use of puppetry and drama in the biology classroom. The American Biology Teacher, 80(3), 175-181. https://doi.org/10.1525/abt.2018.80.3.175

Ellis, S. M., & Steyn, H. S. (2003). Practical significance (effect sizes) versus or in combination with statistical significance (p-values). Management Dynamics, 12(4), 51-53.

Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.

Epstein, A. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. NAEYC.

Ergazaki, M., Valanidou, E., Kasimati, M. C., & Kalantzi, M. (2015). Introducing a precursor model of inheritance to young children. International Journal of Science Education37(18), 3118-3142. https://doi.org/10.1080/09500693.2015.1121551

Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336.

Fettahlıoglu, P., Matyar, F., & Ekici, G. (2015). Ogretmen adaylarinin fen ogretimi oz-yeterlik inanclari ile tutumlarinin ogrenme stillerine gore analizi [Analysis of pre-service teachers' science teaching self-efficacy beliefs and attitudes according to their learning styles]. National Education/ Milli Egitim, 205, 125-149.

Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (3rd ed.). Sage Publications Inc.

Fulton, L. A., & Simpson-Steele, J. (2016). Reconciling the divide: Common processes in science and arts education. The STEAM Journal, 2(2), 1–8. https://doi.org/10.5642/steam.20160202.03

Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers’ confidence and competence. Research in Science Education, 33, 467–481.

George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (15th ed.). Taylor & Francis.

Goffin, S. G., & Wilson, C. S. (2001). Curriculum models and early childhood education: Appraising the relationship (2nd ed.). Prentice Hall.

Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccilo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238–264. https://doi.org/10.1080/10409280802595441

Gronna, S. S., Serna, L. A., Kennedy, C. H., & Prater, M. A. (1999). Promoting generalized social interactions using puppets and script training in an integrated preschool: A single-case study using multiple baseline design. Behavior modification23(3), 419-440.

Gurnon, D., Voss-Andreae, J., & Stanley, J. (2013). Integrating art and science in undergraduate education. PLOS Biology, 11(2), 1–4. https://doi.org/10.1371/journal.pbio.1001491

Guvenir, Z. (2018). Okul oncesi ogretmenlerinin fen ogretimine yonelik tutumlari ile okul oncesi egitim programinda yer alan fen etkinliklerini uygulama durumlari [Preschool teachers' attitudes towards science teaching and their application of science activities in preschool education program] [Unpublished master’s thesis]. Usak University.

Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (p. 49–83). Paul H Brookes Publishing.

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.

Kallunki, V., Karppinen, S., & Komulainen, K. (2017). Becoming animated when teaching physics, crafts and drama together: A multidisciplinary course for student-teachers. Journal of Education for Teaching43(1), 32-47. https://doi.org/10.1080/02607476.2016.1182373

Karademir, A., Kartal, A., & Turk, C. (2020). Science education activities in Turkey: A Qualitative comparison study in preschool classrooms. Early Childhood Education Journal, 48(3), 285–304. https://doi.org/10.1007/s10643-019-00981-1

Karademir, A., & Oren, M. (2020). Okul İklimi: Anaokulu yoneticileri ve ogretmenlerin bakiş acisiyla karşilaştirmali bir araştirma [School Climate: A comparative study from the perspective of kindergarten principals and teachers]. Journal of Qualitative Research in Education/ Egitimde Nitel Araştırmalar Dergisi8(1), 206-236. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.10m

Keogh, B., Naylor, S., Maloney, J., & Simon, S. (2008). Puppets and engagement in science: A case study. Nordic Studies in Science Education, 4(2), 142–150. https://doi.org/10.5617/nordina.289

Krippendorff, K. (2013). Commentary: A dissenting view on so-called paradoxes of reliability coefficients. Annals of the International Communication Association36(1), 481-499. https://doi.org/10.1080/23808985.2013.11679143

Liang, L. L., & Gabel, D. L. (2005). Effectiveness of a constructivist approach to science instruction for prospective elementary teachers. International Journal of Science Education27(10), 1143-1162. https://doi.org/10.1080/09500690500069442

McBride, E., Oswald, W. W., Beck, L. A., & Vashlishan Murray, A. (2020). “I’m just not that great at science”: Science self‐efficacy in arts and communication students. Journal of Research in Science Teaching57(4), 597-622. https://doi.org/10.1002/tea.21603

McGregor, D. (2014). Chronicling innovative learning in primary classrooms: Conceptualizing a theatrical pedagogy to successfully engage young children learning science. Pedagogies: An International Journal9(3), 216-232. https://doi.org/10.1080/1554480X.2014.899544

McGregor, D., & Precious, W. (2010). Applying dramatic science to develop process skills. Science and Children, 48(2), 56–59.

McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (2nd ed.). Cambridge University Press.

Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd ed.). Pyrczak Publishing.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. (3rd ed.). Sage Publications Inc.

National Academies of Sciences, Engineering, & Medicine (2015). Science Teachers’ Learning: Enhancing Opportunities, Creating Supportive Contexts. The National Academies Press. https://cut.ly/DVlUgFH

National Association for the Education of Young Children. (2009). NAEYC standards for early childhood professional preparation: Position statement. https://cut.ly/ETt9HqL

National Center for Education Statistics. (2006). Teachers’ qualifications, instructional practices, and reading and mathematics gains of kindergartners: Research and development report (NCES Publication No. 2006-031). U.S. Department of Education. https://nces.ed.gov/pubs2006/2006031.pdf

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. https://cut.ly/AzBZlKB

Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22(6), 970-988. https://doi.org/10.1080/10409289.2010.507496

Nitko, A. J., & Brookhart, S. M. (2010). Educational Assessmenty of Students (6th ed.). Pearson Education, Inc.

Ocal, E. (2014). Vucudumuzdaki sistemler unitesinin ogretiminde drama yonteminin ve kukla/Karagoz uygulamalarının ogrenci başarısı ve tutuma etkisi [The effect of drama method and puppet / Karagoz practices on student achievement and attitude in the teaching of the systems unit in our body] [Unpublished doctoral dissertation]. Gazi University.

Odegaard, M. (2003). Dramatic science: A critical review of drama in science education. Studies in Science Education39(1), 75-101.

Olgan, R., Guner Alpaslan, Z., & Oztekin, C. (2014). Factors influencing preservice early childhood teachers’ outcome expectancy beliefs regarding science teaching. Education and Science, 39(173), 288-298.

Oliveira, A. W. (2010). Improving teacher questioning in science inquiry discussions through. Professional development. Journal of Research in Science Teaching, 47(4), 422–453. https://doi.org/10.1002/tea.20345

Partnership for 21st Century Learning. (2011). Framework for 21st century learning. https://cut.ly/7In8ain

Patton, M. Q. (2014). Nitel arastırma ve degerlendirme yontemleri [Qualitative research and evaluation methods]. M. Butun & S. B. Demir (Trans. Eds.). Pegem Akademi. (Original work published 2001).

Peck, S. (2005). Puppet power: A discussion of how puppetry supports and enhances reading instruction. In M. Bernier & J. O’Hare (Eds.), Puppetry in education and therapy: Unlocking doors to the mind and heart (pp.73-81). Author House.

Piaget, J., & Inhelder, B. (2000). The psychology of childhood (H.Weaver, Trans.). Basic Books. (Original work published 1928).

Pugh, K. J., & Girod, M. (2007). Science, art, and experience: Constructing a science pedagogy from Dewey’s aesthetics. Journal of Science Teacher Education, 18(1), 9-27.

Ro, J. (2020). Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore. Teaching and Teacher Education91, 103056. https://doi.org/10.1016/j.tate.2020.103056

Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L. (2015). Longitudinal associations among undergraduates’ research experience, self‐efficacy, and identity. Journal of Research in Science Teaching52(6), 847-867. https://doi.org/10.1002/tea.21221

Root-Bernstein, R., & Root-Bernstein, M. (2013). The art and craft of science. Educational Leadership, 70(5), 16-21.

Rotherham, A. J., & Willingham, D. T. (2010). “21st century” skills: Not new, but a worthy challenge. American Educator, (Spring), 17–20.

Sackes, M., Akman, B., & Trundle, K. C. (2012). A science methods course for early childhood teachers: A model for undergraduate preservice teacher education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1-26.

Sackes, M., Trundle, K. C., Bell, R. L., & O’Connell, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217-235. https://doi.org/10.1002/tea.20395

Saracho, O. N., & Spodek, B. (2007). Early childhood teachers’ preparation and the quality of program outcomes. Early Child Development and Care177(1), 71-91. https://doi.org/10.1080/03004430500317366

Science Outside the Classroom. (2018). Science outside the classroom: Home. https://scienceoutsidetheclassroom.weebly.com

Taber, K. S. (2018). The Use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/ 10.1007/s11165-016-9602-2

Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2002). A case study on science teacher trainees, Education and Science, 27(126), 15-21.

Tekkaya, C., Olgan, R., & Guner, Z. (2010, September 23-25). Okul oncesi ogretmen adaylarının epistemolojik inancları, fen ogretimine yonelik tutum ve ozyeterlikleri [Preschool teacher candidates' epistemological beliefs, attitudes and self-efficacy towards science teaching] [Paper Presentation]. IX. National Science and Mathematics Education Congress, İzmir, Turkey.

Thompson, C. L., & Shrigley, R. L. (1986). What research says: Revising the science attitude scale. School Science and Mathematics, 86(4), 331-343.

Thorndike, R. M., & Thorndike-Christ, T. (2010). Measurement and evaluation in psychology and education (8th ed.). Pearson Education.

Turk, C., Kartal, A., Karademir, A., & Ocal, E. (2019). Preschool teachers’ views of classroom management processes. International Journal of Turkish Literature Culture Education/ Uluslararası Turkce Edebiyat Kultur Egitim Dergisi, 8(4), 2282-2299.

...