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Analysis of the science and environment achievements in preschool curriculum for students with special needs

Yıl 2023, Cilt: 11 Sayı: 3 - September 2023, 411 - 422, 02.10.2023

Abdulkadir Özkaya

Öz

This study was conducted to determine the distribution of science and environmental achievements in the "Cognitive Development Area" of the 2018 Turkish Preschool Special Education Curriculum according to the Revised Bloom's Taxonomy. The document analysis method, with a qualitative viewpoint, was used in the study. The achievements in “The Cognitive Development” sub-fields of "Science-Scientific Skills and Method" and "Science-Natural, Physical Environment and Life" were analyzed according to the Revised Bloom's Taxonomy. For this purpose, 22 learning achievements in the cognitive development sub-fields of "Science-Scientific Skills and Method" and "Science-Natural, Physical Environment and Life" were analyzed. According to the data obtained, a total of 22 learning achievements were classified as factual knowledge-remembering 8, factual knowledge-understanding 2, factual knowledge-applying 3, conceptual knowledge-remembering 2, conceptual knowledge-understanding 4, metacognitive knowledge-understanding 1 and metacognitive knowledge-applying 2. There were no achievements in the sub-dimensions of procedural knowledge, analyzing, evaluating and creating. While a total of 158 achievements are included in the cognitive development field, only 13.92% of them belong to the cognitive development sub-field of "Science-Scientific Skills and Methods" and "Science-Natural, Physical Environment and Life". From this point of view, it may be useful to increase the number of achievements given to science and environment topics. In addition, it was observed that the achievements analyzed did not show a homogeneous distribution according to age levels. In addition, it was concluded that the achievements related to high-level knowledge and cognitive process dimensions that make students more active were not sufficiently included.

Anahtar Kelimeler

Preschool curriculum Science and environment achievements Revised Bloom Curriculum analysis Students with special needs

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

I would like to thank assoc. prof. Dr. Ömer Cem Karacaoğlu and assoc. prof. Dr. Hasan Özcan, who inspired me in the study, for their support and assistance.

Kaynakça

  • Adama, G. N. (2023). Teacher preparatıon on early chıldhood specıal educatıon ın hıgher ınstıtutıon: challenges and prospects. Specıal needs educatıon from the lens of ınterdıscıplınary dıalogue: a festschrıft ın honour of prof. Emeka d. Ozojı, 1(2), 587-597.
  • Akınoğlu, O. & Sarı, A. (2013). Environmental education in primary school curriculum. Marmara University Atatürk Education Faculty Journal of Educational Science, 30(30), 5-29.
  • Anderson, L.W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. Newtork: Longman.
  • Anderson, L. W. (2005). Objectives evaluation and the improvement of education. Studies in Educational Evaluation, 31(2), 102-113.
  • Amer, A.A. (2006). Reflections of Bloom’s revised taxonomy. Electronic Journal of Research in Educational Psychology, 4(8), 213-230.
  • Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353.
  • Arsal, Z. (2014). Evaluation of primary science and technology curriculum outcomes according to constructivism principles. International Journal of Curriculum and Instructional Studies, 2(3), 1-14.
  • Åström, F., Björck-Åkesson, E., Sjöman, M., & Granlund, M. (2022). Everyday environments and activities of children and teachers in Swedish preschools. Early Child Development and Care, 192(2), 187-202.
  • Bahar, M., Kartal, E. E., & Özel, R. (2013). Envıronmental Educatıon ın Prımary Life Scıence Program. Abant İzzet Baysal University Journal of Faculty of Education, 13(2), 1-25.
  • Bekdemir, M., & Selim, Y. (2008). Revised Bloom taxonomy and its application in algebra area. Erzincan University Journal of Education Faculty, 10(2), 185-196.
  • Balkan Kıyıcı, F. & Atabek-yiğit, E. (2023). Examining environmental acquisitions in science curriculum: A comparison of Brazil and Turkey. Trakya Journal of Educaiton, 13 (1), 593-605.
  • Beckley, P. (2013). The new early years foundation stage: changes, challenges and reflections. McGraw-Hill Education (UK).
  • Biedinger, N. (2011). The influence of education and home environment on the cognitive outcomes of preschool children in Germany. Child Development Research, 916303. https://doi.org/10.1155/2011/916303
  • Birgin, O. (2016). Bloom taksonomisi. E. Bingöllü, S. Arslan & İ. O. Zambat (Ed.), In Theories in Mathematics Education (p. 839-860). Pegem Akademi.
  • Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1), 1-9.
  • Browne, L. P., Garst, B. A., & Bialeschki, M. D. (2011). Engaging youth in environmental sustainability: Impact of the Camp 2 Grow program. Journal of Park and Recreation Administration, 29(3), 70-85.
  • Bopardikar, A., Bernstein, D., & McKenney, S. (2023). Designer considerations and processes in developing school-based citizen-science curricula for environmental education. Journal of Biological Education, 57(3), 592-617. https://doi.org/10.1080/00219266.2021.1933134
  • Braslauskienė, R., & Turauskienė, E. (2021). Developing language skills in prie-school children with special educational needs in the course of inclusive education. Regional Formation and Development Studies: Journal of Social Sciences, (2), 26-39.
  • Bowen, A.G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9 (2), 27-40.
  • Erwin, E. J., Bacon, J. K., & Lalvani, P. (2023). It’s about time! Advancing justice through joyful inquiry with young children. Topics in Early Childhood Special Education, 43(1), 71-82.
  • Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704.
  • Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The state of the special education profession survey report. Teaching Exceptional Children, 52(1), 8-29.
  • Genç, M. & Tolan, Ö. (2021). Play therapy practices in psychological and developmental disorders that are common in preschool period. Current Approaches in Psychiatry, 13(2), 207-231.
  • Gülay, H., & Ekici, G. (2010). The analysis of the ministry of national education pre-school education programme in the sense of environmental education. Journal of Turkish Science Education, 7(1), 74-84.
  • Güneş, G. (2018). A screening study about preschool science education studies: A case study from Turkey. Journal of Early Childhood Studies, 2(1), 33-67.
  • Karacaoğlu, Ö. C. (2020a). Eğitimde müfredat geliştirme (Curriculum development in education ) (2nd Edition). Nobel Yayınevi.
  • Karacaoğlu, Ö. C. (2020b). An Examination of Learning Outcomes in the Second Grade Life Sciences Curriculum and Identification of their Levels according to the Criteria in the Literature. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD/JKEF), 21(1), 34-62.
  • Kernan, M. (2007). Play as a context for early learning and development, Research Paper to Aistear: The Early Childhood Curriculum Framework. Dublin: National Council for Curriculum and Assessment.
  • Kılıç, G. B., Haymana, F., & Bozyılmaz, B. (2010). Analysis of the Elementary Science and Technology Curriculum of Turkey with Respect to Different Aspects of Scientific Literacy and Scientific Process. Education & Science, 33(150), 52.
  • Krathwohl, D.R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
  • Krathwohl, D. R., & Anderson, L. W. (2010). Merlin C. Wittrock and the revision of Bloom's taxonomy. Educational psychologist, 45(1), 64-65.
  • Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children's school success. Exceptionality, 16(1), 18-32.
  • Luby, J. L., Rogers, C., & McLaughlin, K. A. (2022). Environmental conditions to promote healthy childhood brain/behavioral development: Informing early preventive interventions for delivery in routine care. Biological Psychiatry Global Open Science, 2(3), 233-241.
  • Miles, M,B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded Sourcebook. Thousand Oaks, CA: Sage.
  • Mirzajonova, E. T., & Parpiyeva, O. R. (2022). Modern special preschool education: problems and solutions. Journal of Pedagogical Inventions and Practices, 9, 100-106.
  • Orlovic Lovren, V., Maruna, M. & Stanarevic, S. (2020). Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade. International Journal of Sustainability in Higher Education, Vol. 21 No. 2, pp. 315-335.
  • Tutkun, Ö.F., Demirtaş, Z., Erdoğan, DG & Arslan, S. (2010). A comparison on new version of Bloom’s taxonomy and original Bloom’s cognıtıve domaın taxonomy. The Journal of academic social science, 3(10), 350-359.
  • Tutkun, Ö. F., Demirtaş, Z., ARSLAN, S., & ERDOĞAN, D. G. (2015). General structure of the revısed Bloom’s taxonomy: reasons and modıfıcatıons. The Journal of Academic Social Science Studies, 32(1), 57-62.
  • Türkoğlu, B. (2019). Opinions of preschool teachers and pre-service teachers on environmental education and environmental awareness for sustainable development in the preschool period. Sustainability, 11(18), 4925.
  • Sevim, M. Z., Güler, Z., İnançlı, S., & Aslan, H. (2023). Preschool Teachers' Opinions on Values Education in Preschool Education. Journal of Social, Humanities and Administrative Sciences, 6(6), 737–749.
  • Shonkoff, J. P., Phillips, D. A., & National Research Council. (2000). The developing brain. In From neurons to neighborhoods: The science of early childhood development. National Academies Press (US).
  • Smith, S. W. (1990). Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence. Exceptional Children, 57(1), 6-14.
  • Storli, R., & Hansen Sandseter, E. B. (2019). Children’s play, well-being and involvement: How children play indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play, 8, 65–78.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences), Ankara: Seçkin.
  • Zorluoğlu, SL, Kızılaslan, A. & Sözbilir, M. (2016). School chemistry curriculum according to Revised Bloom Taxonomy. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10 (1), 260-279.
  • Zwolińska, K., Lorenc, S., & Pomykała, R. (2022). Sustainable development in education from students’ perspective—Implementation of sustainable development in curricula. Sustainability, 14(6), 3398.

Yıl 2023, Cilt: 11 Sayı: 3 - September 2023, 411 - 422, 02.10.2023

Abdulkadir Özkaya

Öz

Proje Numarası

-

Kaynakça

  • Adama, G. N. (2023). Teacher preparatıon on early chıldhood specıal educatıon ın hıgher ınstıtutıon: challenges and prospects. Specıal needs educatıon from the lens of ınterdıscıplınary dıalogue: a festschrıft ın honour of prof. Emeka d. Ozojı, 1(2), 587-597.
  • Akınoğlu, O. & Sarı, A. (2013). Environmental education in primary school curriculum. Marmara University Atatürk Education Faculty Journal of Educational Science, 30(30), 5-29.
  • Anderson, L.W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. Newtork: Longman.
  • Anderson, L. W. (2005). Objectives evaluation and the improvement of education. Studies in Educational Evaluation, 31(2), 102-113.
  • Amer, A.A. (2006). Reflections of Bloom’s revised taxonomy. Electronic Journal of Research in Educational Psychology, 4(8), 213-230.
  • Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353.
  • Arsal, Z. (2014). Evaluation of primary science and technology curriculum outcomes according to constructivism principles. International Journal of Curriculum and Instructional Studies, 2(3), 1-14.
  • Åström, F., Björck-Åkesson, E., Sjöman, M., & Granlund, M. (2022). Everyday environments and activities of children and teachers in Swedish preschools. Early Child Development and Care, 192(2), 187-202.
  • Bahar, M., Kartal, E. E., & Özel, R. (2013). Envıronmental Educatıon ın Prımary Life Scıence Program. Abant İzzet Baysal University Journal of Faculty of Education, 13(2), 1-25.
  • Bekdemir, M., & Selim, Y. (2008). Revised Bloom taxonomy and its application in algebra area. Erzincan University Journal of Education Faculty, 10(2), 185-196.
  • Balkan Kıyıcı, F. & Atabek-yiğit, E. (2023). Examining environmental acquisitions in science curriculum: A comparison of Brazil and Turkey. Trakya Journal of Educaiton, 13 (1), 593-605.
  • Beckley, P. (2013). The new early years foundation stage: changes, challenges and reflections. McGraw-Hill Education (UK).
  • Biedinger, N. (2011). The influence of education and home environment on the cognitive outcomes of preschool children in Germany. Child Development Research, 916303. https://doi.org/10.1155/2011/916303
  • Birgin, O. (2016). Bloom taksonomisi. E. Bingöllü, S. Arslan & İ. O. Zambat (Ed.), In Theories in Mathematics Education (p. 839-860). Pegem Akademi.
  • Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1), 1-9.
  • Browne, L. P., Garst, B. A., & Bialeschki, M. D. (2011). Engaging youth in environmental sustainability: Impact of the Camp 2 Grow program. Journal of Park and Recreation Administration, 29(3), 70-85.
  • Bopardikar, A., Bernstein, D., & McKenney, S. (2023). Designer considerations and processes in developing school-based citizen-science curricula for environmental education. Journal of Biological Education, 57(3), 592-617. https://doi.org/10.1080/00219266.2021.1933134
  • Braslauskienė, R., & Turauskienė, E. (2021). Developing language skills in prie-school children with special educational needs in the course of inclusive education. Regional Formation and Development Studies: Journal of Social Sciences, (2), 26-39.
  • Bowen, A.G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9 (2), 27-40.
  • Erwin, E. J., Bacon, J. K., & Lalvani, P. (2023). It’s about time! Advancing justice through joyful inquiry with young children. Topics in Early Childhood Special Education, 43(1), 71-82.
  • Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704.
  • Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The state of the special education profession survey report. Teaching Exceptional Children, 52(1), 8-29.
  • Genç, M. & Tolan, Ö. (2021). Play therapy practices in psychological and developmental disorders that are common in preschool period. Current Approaches in Psychiatry, 13(2), 207-231.
  • Gülay, H., & Ekici, G. (2010). The analysis of the ministry of national education pre-school education programme in the sense of environmental education. Journal of Turkish Science Education, 7(1), 74-84.
  • Güneş, G. (2018). A screening study about preschool science education studies: A case study from Turkey. Journal of Early Childhood Studies, 2(1), 33-67.
  • Karacaoğlu, Ö. C. (2020a). Eğitimde müfredat geliştirme (Curriculum development in education ) (2nd Edition). Nobel Yayınevi.
  • Karacaoğlu, Ö. C. (2020b). An Examination of Learning Outcomes in the Second Grade Life Sciences Curriculum and Identification of their Levels according to the Criteria in the Literature. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD/JKEF), 21(1), 34-62.
  • Kernan, M. (2007). Play as a context for early learning and development, Research Paper to Aistear: The Early Childhood Curriculum Framework. Dublin: National Council for Curriculum and Assessment.
  • Kılıç, G. B., Haymana, F., & Bozyılmaz, B. (2010). Analysis of the Elementary Science and Technology Curriculum of Turkey with Respect to Different Aspects of Scientific Literacy and Scientific Process. Education & Science, 33(150), 52.
  • Krathwohl, D.R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
  • Krathwohl, D. R., & Anderson, L. W. (2010). Merlin C. Wittrock and the revision of Bloom's taxonomy. Educational psychologist, 45(1), 64-65.
  • Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education curriculum for preschoolers with disabilities: Children's school success. Exceptionality, 16(1), 18-32.
  • Luby, J. L., Rogers, C., & McLaughlin, K. A. (2022). Environmental conditions to promote healthy childhood brain/behavioral development: Informing early preventive interventions for delivery in routine care. Biological Psychiatry Global Open Science, 2(3), 233-241.
  • Miles, M,B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded Sourcebook. Thousand Oaks, CA: Sage.
  • Mirzajonova, E. T., & Parpiyeva, O. R. (2022). Modern special preschool education: problems and solutions. Journal of Pedagogical Inventions and Practices, 9, 100-106.
  • Orlovic Lovren, V., Maruna, M. & Stanarevic, S. (2020). Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade. International Journal of Sustainability in Higher Education, Vol. 21 No. 2, pp. 315-335.
  • Tutkun, Ö.F., Demirtaş, Z., Erdoğan, DG & Arslan, S. (2010). A comparison on new version of Bloom’s taxonomy and original Bloom’s cognıtıve domaın taxonomy. The Journal of academic social science, 3(10), 350-359.
  • Tutkun, Ö. F., Demirtaş, Z., ARSLAN, S., & ERDOĞAN, D. G. (2015). General structure of the revısed Bloom’s taxonomy: reasons and modıfıcatıons. The Journal of Academic Social Science Studies, 32(1), 57-62.
  • Türkoğlu, B. (2019). Opinions of preschool teachers and pre-service teachers on environmental education and environmental awareness for sustainable development in the preschool period. Sustainability, 11(18), 4925.
  • Sevim, M. Z., Güler, Z., İnançlı, S., & Aslan, H. (2023). Preschool Teachers' Opinions on Values Education in Preschool Education. Journal of Social, Humanities and Administrative Sciences, 6(6), 737–749.
  • Shonkoff, J. P., Phillips, D. A., & National Research Council. (2000). The developing brain. In From neurons to neighborhoods: The science of early childhood development. National Academies Press (US).
  • Smith, S. W. (1990). Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence. Exceptional Children, 57(1), 6-14.
  • Storli, R., & Hansen Sandseter, E. B. (2019). Children’s play, well-being and involvement: How children play indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play, 8, 65–78.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in social sciences), Ankara: Seçkin.
  • Zorluoğlu, SL, Kızılaslan, A. & Sözbilir, M. (2016). School chemistry curriculum according to Revised Bloom Taxonomy. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10 (1), 260-279.
  • Zwolińska, K., Lorenc, S., & Pomykała, R. (2022). Sustainable development in education from students’ perspective—Implementation of sustainable development in curricula. Sustainability, 14(6), 3398.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitimde Program Değerlendirme
Bölüm Curriculum Development
Yazarlar

Abdulkadir Özkaya 0000-0002-6962-4597

Proje Numarası -
Erken Görünüm Tarihi 28 Eylül 2023
Yayımlanma Tarihi 2 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 3 - September 2023

Kaynak Göster

APA Özkaya, A. (2023). Analysis of the science and environment achievements in preschool curriculum for students with special needs. Journal for the Education of Gifted Young Scientists, 11(3), 411-422.
AMA Özkaya A. Analysis of the science and environment achievements in preschool curriculum for students with special needs. JEGYS. Ekim 2023;11(3):411-422.
Chicago Özkaya, Abdulkadir. “Analysis of the Science and Environment Achievements in Preschool Curriculum for Students With Special Needs”. Journal for the Education of Gifted Young Scientists 11, sy. 3 (Ekim 2023): 411-22.
EndNote Özkaya A (01 Ekim 2023) Analysis of the science and environment achievements in preschool curriculum for students with special needs. Journal for the Education of Gifted Young Scientists 11 3 411–422.
IEEE A. Özkaya, “Analysis of the science and environment achievements in preschool curriculum for students with special needs”, JEGYS, c. 11, sy. 3, ss. 411–422, 2023.
ISNAD Özkaya, Abdulkadir. “Analysis of the Science and Environment Achievements in Preschool Curriculum for Students With Special Needs”. Journal for the Education of Gifted Young Scientists 11/3 (Ekim 2023), 411-422.
JAMA Özkaya A. Analysis of the science and environment achievements in preschool curriculum for students with special needs. JEGYS. 2023;11:411–422.
MLA Özkaya, Abdulkadir. “Analysis of the Science and Environment Achievements in Preschool Curriculum for Students With Special Needs”. Journal for the Education of Gifted Young Scientists, c. 11, sy. 3, 2023, ss. 411-22.
Vancouver Özkaya A. Analysis of the science and environment achievements in preschool curriculum for students with special needs. JEGYS. 2023;11(3):411-22.
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