Erken Çocukluk Döneminde Dünya’da ve Ülkemizde Uygulanan Fen Eğitimi Programları ve Öğrenme Merkezleri

Agogi, E., Rossis, D., & Stylianidou, F. (2014). Creative little scientists: Enabling creativity through science and mathematics in preschool and first years of primary education. Erişim tarihi: 8 Mayıs 2023, http://www.creative-littlescientists.eu/sites/default/files/D6_6_Recommandations_to_Policy_Makers_and_Stakeholders_FINAL.pdf

Akçay, İ. (2006). Farklı ülkelerde okul öncesi öğrencilerine yönelik çevre eğitimi. [Doktara Tezi]. Bursa Uludağ Üniversitesi.

Akman, B., Gangal, M., & Kardes, S. (2017). Investigation of science centers in pre-school education class. Akdeniz University Journal of the Institute of Social Sciences, 1(1), 40-56.

Aktaş, Y. (2019). Türkiye ve İngiltere’deki eğitim-öğretim izleme ve değerlendirme sistemlerinin karşılaştırılması ve buna ilişkin öğretmen görüşleri. [Yüksek lisans tezi]. Sakarya Üniversitesi.

Akyol, N., & Konur, K. B. (2018). The examination of preschool teachers’ and school managers’ views on the applicability of pre-school science education. Kastamonu Education Journal, 26(2), 547-557.

Asay, L. D., & Orgill, M. (2010). Analysis of essential features of inquiry found in articles published in The Science Teacher, 1998–2007. Journal of science teacher education, 21(1), 57-79.

Baş, G. (2013). Amerika Birleşik Devletleri eğitim sistemi: Karşılaştırmalı bir çalışma. Journal of Educational Science, 1(1), 63-93.ri

Bishop-Josef, S. J., & Zigler, E. (2011). The cognitive/academic emphasis versus the whole child approach. In E. Zigler, W. S. Gilliam, & W. S. Barnett (Eds.), The Pre-K debates: Current controversies and issues (pp. 83–88). Baltimore: Brookes Publishing.

Brooker, L., Rogers, S., Ellis, D., Hallet, E., & Roberts-Holmes, G. (2010). Practitioners’ Experiences of the Early Years Foundation Stage. London: Department for Education.

Byun, S. Y., Schofer, E., & Kim, K. K. (2012). Revisiting the role of cultural capital in East Asian educational systems: The case of South Korea. Sociology of education, 85(3), 219-239.

Choi, J. (2013). Türkiye’de ve Güney Kore’de okul öncesi eğitimin incelenmesi.[Doktora Tezi]. Marmara Üniversitesi.

Clarke-Stewart, K. A., Lee, Y., Allhusen, V. D., Kim, M. S., & McDowell, D. J. (2006). Observed differences between early childhood programs in the US and Korea: Reflections of “developmentally appropriate practices” in two cultural contexts. Journal of applied developmental psychology, 27(5), 427-443.

Colgrove, A. (2012). Approaches to Teaching Young Children Science Concepts and Vocabulary and Scientific Problem-solving Skills and Role of Classroom Environment.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.

Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Psychology Press.

Cremin, T., Glauert, E., Craft, A., Compton, A., & Stylianidou, F. (2015). Creative little scientists: Exploring pedagogical synergies between inquiry-based and creative approaches in early years science. Education 3-13, 43(4), 404-419.

Çetin, S. (2019). STEM eğitimin ortaokul öğrencilerinin akademik başarılarına etkisi. [Yüksek lisans tezi]. Necmettin Erbakan Üniversitesi.

Çınar, S. (2013). Okul Öncesi Öğretmenlerin Fen ve Foğa Konularının Öğretiminde Kullandıkları Etkinliklerin Belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 363-371.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140.

Dejonckheere, P. J., Nele, D. E., Van de Keere, K., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. European Journal of Educational Research, 5(3), 149-164.

der kleinen Forscher, H. (2017). Early Science Education: Goals and Process-Related Quality Criteria for Science Teaching (p. 267). Verlag Barbara Budrich.

Dere, H. & Ömeroğlu, E. (2001). Okul Öncesi Dönemde Fen Doğa Matematik Çalışmaları. Anı Yayıncılık.

disessa, A. A., Gillespie, N. M., & Esterly, J. B. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive science, 28(6), 843-900.

Doğan, S. (2020). Federal Almanya eğitim sistemi. Uluslararası Toplumsal Bilimler Dergisi, 4(1), 22-35.

Duran, E., Ballone-Duran, L., Haney, J., & Beltyukova, S. (2009). The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of elementary science education, 21, 53-70.

Eichsteller, G., & Holthoff, S. (2011). Social Pedagogy as an ethical orientation towards working with people—Historical perspectives. Children Australia, 36(4), 176-186.

Ekinci Vural, D., & Hamurcu, H. (2008). Okul Öncesi Öğretmen Adaylarının Fen Öğretimi Dersine Yönelik Öz Yeterlik İnançları ve Görüşleri. İlköğretim Online, 7(2), 456-467.

Exley, S. (2020). Selective schooling and its relationship to private tutoring: The case of South Korea. Comparative Education, 56(2), 218-235.

G'aniyeva, H. (2023). Russıan Preschool Educatıon System. Мактабгача таълим журнали, 7(Maktabgacha ta'limda xorijiy til).

Glauert, E., & Stylianidou, F. (2022). Teachers’ Reflections on Their Changing Roles and Young Children’s Learning in Developing Creative, Inquiry-Based Approaches in Science Education. In Children’s Creative Inquiry in STEM (pp. 41-64). Springer, Cham.

Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Becoming brilliant: What science tells us about raising successful children. American Psychological Association.

Greenfield, D., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool cassroom: A programmatic research agenda to improve science readiness. Early Education & Development, 20, 238–264.

Gülay, H. & Ekici, G. (2010). MEB okul öncesi eğitim programının çevre eğitimi açısından analizi. Türk Fen Eğitimi Dergisi, 7(1), 74-84.

Halinen, I. & Holappa, A-S. (2013). Curricular balance based on dialogue, cooperation and trust – The case of Finland. In Kuiper, W. & Berkvens, J. (Eds.) Balancing Curriculum Regulation and Freedom across Europe (s. 39 – 62). SLO, Enschede, the Netherlands.

Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of science, mathematics and ICT education, 7(2), 9-33.

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Agogi, E., Rossis, D., & Stylianidou, F. (2014). Creative little scientists: Enabling creativity through science and mathematics in preschool and first years of primary education. Erişim tarihi: 8 Mayıs 2023, http://www.creative-littlescientists.eu/sites/default/files/D6_6_Recommandations_to_Policy_Makers_and_Stakeholders_FINAL.pdf

Akçay, İ. (2006). Farklı ülkelerde okul öncesi öğrencilerine yönelik çevre eğitimi. [Doktara Tezi]. Bursa Uludağ Üniversitesi.

Akman, B., Gangal, M., & Kardes, S. (2017). Investigation of science centers in pre-school education class. Akdeniz University Journal of the Institute of Social Sciences, 1(1), 40-56.

Aktaş, Y. (2019). Türkiye ve İngiltere’deki eğitim-öğretim izleme ve değerlendirme sistemlerinin karşılaştırılması ve buna ilişkin öğretmen görüşleri. [Yüksek lisans tezi]. Sakarya Üniversitesi.

Akyol, N., & Konur, K. B. (2018). The examination of preschool teachers’ and school managers’ views on the applicability of pre-school science education. Kastamonu Education Journal, 26(2), 547-557.

Asay, L. D., & Orgill, M. (2010). Analysis of essential features of inquiry found in articles published in The Science Teacher, 1998–2007. Journal of science teacher education, 21(1), 57-79.

Baş, G. (2013). Amerika Birleşik Devletleri eğitim sistemi: Karşılaştırmalı bir çalışma. Journal of Educational Science, 1(1), 63-93.ri

Bishop-Josef, S. J., & Zigler, E. (2011). The cognitive/academic emphasis versus the whole child approach. In E. Zigler, W. S. Gilliam, & W. S. Barnett (Eds.), The Pre-K debates: Current controversies and issues (pp. 83–88). Baltimore: Brookes Publishing.

Brooker, L., Rogers, S., Ellis, D., Hallet, E., & Roberts-Holmes, G. (2010). Practitioners’ Experiences of the Early Years Foundation Stage. London: Department for Education.

Byun, S. Y., Schofer, E., & Kim, K. K. (2012). Revisiting the role of cultural capital in East Asian educational systems: The case of South Korea. Sociology of education, 85(3), 219-239.

Choi, J. (2013). Türkiye’de ve Güney Kore’de okul öncesi eğitimin incelenmesi.[Doktora Tezi]. Marmara Üniversitesi.

Clarke-Stewart, K. A., Lee, Y., Allhusen, V. D., Kim, M. S., & McDowell, D. J. (2006). Observed differences between early childhood programs in the US and Korea: Reflections of “developmentally appropriate practices” in two cultural contexts. Journal of applied developmental psychology, 27(5), 427-443.

Colgrove, A. (2012). Approaches to Teaching Young Children Science Concepts and Vocabulary and Scientific Problem-solving Skills and Role of Classroom Environment.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.

Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Psychology Press.

Cremin, T., Glauert, E., Craft, A., Compton, A., & Stylianidou, F. (2015). Creative little scientists: Exploring pedagogical synergies between inquiry-based and creative approaches in early years science. Education 3-13, 43(4), 404-419.

Çetin, S. (2019). STEM eğitimin ortaokul öğrencilerinin akademik başarılarına etkisi. [Yüksek lisans tezi]. Necmettin Erbakan Üniversitesi.

Çınar, S. (2013). Okul Öncesi Öğretmenlerin Fen ve Foğa Konularının Öğretiminde Kullandıkları Etkinliklerin Belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 363-371.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140.

Dejonckheere, P. J., Nele, D. E., Van de Keere, K., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. European Journal of Educational Research, 5(3), 149-164.

der kleinen Forscher, H. (2017). Early Science Education: Goals and Process-Related Quality Criteria for Science Teaching (p. 267). Verlag Barbara Budrich.

Dere, H. & Ömeroğlu, E. (2001). Okul Öncesi Dönemde Fen Doğa Matematik Çalışmaları. Anı Yayıncılık.

disessa, A. A., Gillespie, N. M., & Esterly, J. B. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive science, 28(6), 843-900.

Doğan, S. (2020). Federal Almanya eğitim sistemi. Uluslararası Toplumsal Bilimler Dergisi, 4(1), 22-35.

Duran, E., Ballone-Duran, L., Haney, J., & Beltyukova, S. (2009). The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of elementary science education, 21, 53-70.

Eichsteller, G., & Holthoff, S. (2011). Social Pedagogy as an ethical orientation towards working with people—Historical perspectives. Children Australia, 36(4), 176-186.

Ekinci Vural, D., & Hamurcu, H. (2008). Okul Öncesi Öğretmen Adaylarının Fen Öğretimi Dersine Yönelik Öz Yeterlik İnançları ve Görüşleri. İlköğretim Online, 7(2), 456-467.

Exley, S. (2020). Selective schooling and its relationship to private tutoring: The case of South Korea. Comparative Education, 56(2), 218-235.

G'aniyeva, H. (2023). Russıan Preschool Educatıon System. Мактабгача таълим журнали, 7(Maktabgacha ta'limda xorijiy til).

Glauert, E., & Stylianidou, F. (2022). Teachers’ Reflections on Their Changing Roles and Young Children’s Learning in Developing Creative, Inquiry-Based Approaches in Science Education. In Children’s Creative Inquiry in STEM (pp. 41-64). Springer, Cham.

Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Becoming brilliant: What science tells us about raising successful children. American Psychological Association.

Greenfield, D., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool cassroom: A programmatic research agenda to improve science readiness. Early Education & Development, 20, 238–264.

Gülay, H. & Ekici, G. (2010). MEB okul öncesi eğitim programının çevre eğitimi açısından analizi. Türk Fen Eğitimi Dergisi, 7(1), 74-84.

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