Erken Çocukluk Döneminde Sorgulama Temelli Fen Eğitimi

Chaille C, Britain L. The young child as scientist: a constructivist approach to early science education. 3rd ed. New York: Harper Colins; 2003.

National Research Council (NRC). Inquiry and the national science education standards. Washington, DC: National Academy Press; 2000.

National Science Teachers Association (NSTA). Transitioning from scientific inquiry to three-dimensional teaching and learning. Arlington, VA: NSTA; 2018.

(15/07/2023 tarihinde https://static.nsta.org/pdfs/PositionStatement_ThreeDimensionalTeachingAndLearning.pdf adresinden ulaşılmıştır).

Eggen PD, Kauchak DP. Strategies and models for teachers: teaching content and thinking skills.Boston: Allyn & Bacon; 2006.

Joyce, BR, Weil M, Calhoun, E. Models of teaching. 8th ed. Englewood Cliffs, NJ: Prentice-Hall; 2009.

Loxley P, Dawes L, Nicholls L, Dore B. İlköğretimde eğlendiren ve anlamayı geliştiren fen öğretimi. H. Türkmen, M. Sağlam, E. Şahin-Pekmez, çev. Ankara: Nobel Yayınevi; 2016.

Katz LG. STEM in the early years some distinctions between academic and intellectual goals for young. In: Early Childhood Research and Practice, Collected Papers from the SEED Conference (STEM in Early Education and Development) 2010. p. 2-7. (16/07/2023 tarihinde https://ecrp.illinois.edu/beyond/seed/katz.html adresinden ulaşılmıştır).

National Science Teachers Association (NSTA). Early Childhood Science Education. Arlington, VA: NSTA; 2014. (15/07/2023 tarihinde https://static.nsta.org/pdfs/PositionStatement_EarlyChildhood.pdf adresinden ulaşılmıştır).

National Research Council (NRC). Taking science to school: Learning and teaching science in grades K–8. Washington DC: National Academies Press; 2007.

Eshach H, Fried MN. Should science be taught in early childhood? Journal of Science Education and Technology. 2005;14:315–336. doi:10.1007/s10956-005-7198-9

National Science Teachers Association (NSTA). NSTA position statement: Elementary science education. VA: NSTA; 2018.

(15/07/2023 tarihinde https://static.nsta.org/pdfs/positionstatement_elementary.pdf adresinden ulaşılmıştır).

Friesen S, Scott D. Inquiry-based learning: A review of the research literature. Alberta Ministry of Education. 2013; 32: 1-32.

Inagaki K. Piagetian and post-piagetian conceptions of development and their implications for Science Education in early childhood. Early Childhood Research Quarterly. 1992;7(1):115-133.

Piaget J. The child and modern physics. Scientific American. 1957; 196(3):46-51.

Brinkmann S. John Dewey: Science for a changing world. Routledge. 2017.

Dewey J. Science as subject-matter and as method. Science; 1910; 31: 121–127.

Barrow LH. A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education. 2006; 17(3):265-278.

Suchman JR. Learning through inquiry, Childhood Education. 1965; 41(6): 289-291. doi: 10.1080/00094056.1965.10728968

Schwab JJ. The teaching of science as enquiry, In: JJ Schwab, PF Brandwein, (eds.) The teaching of science. New York: Simon and Schuster. 1962. p.1-103.

Keys CW, Bryan LA. Co-constracting inquiry-based science with teachers: essential research for lasting reform, Journal of Research in Science Teaching. 2001; 38(6): 631-645.

Dewey, J. Experience and education. New York, NY: Macmillan; 1938.

Schwab JJ. Inquiry, the science teacher, and the educator. The school review; 1960; 68(2): 176-195.

Inan HZ, Trundle KC, Kantor R. Understanding natural sciences education in a Reggio Emilia‐inspired preschool. Journal of Research in Science Teaching. 2010; 47(10): 1186-1208.

Lind K. Exploring science in early childhood: A developmental approach. 3rd ed. Delmar Thomson Learning; 2000.

French L. Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly. 2004;19(1): 138-149.

Saçkes M. Children's competencies in process skills in kindergarten and their impact on academic achievement in third grade. Early Education & Development. 2013; 24(5): 704-720.

Audet RH, Jordan LK. Integrating inquiry across the curriculum. Thousand Oaks, CA: Corwin Press; 2005

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

Ergazaki M, Zogza V. How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology. Review of Science, Mathematics and ICT Education. 2013; 7(2): 73-97.

Samarapungavan A, Mantzicopoulos P, Patrick H. Learning science through inquiry in kindergarten. Science Education. 2008; 92(5): 868-908.

Howitt C, Upson E, Lewis S. It's a mystery!: A case study of implementing forensic science in preschool as scientific inquiry. Australasian Journal of Early Childhood. 2011; 36(3): 45.

Memiş EK, Çakan-Akkaş B. Okulöncesi eğitiminde araştırma-sorgulama temelli uygulama: Yoğunluk konusu örneği. Online Science Education Journal. 2016; 1(1): 17-29.

Eti İ. Okul öncesi eğitimde sorgulama temelli fen etkinliklerinin geliştirilmesine yönelik eylem araştırması. 2016.Yayımlanmamış doktora tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.

Abraham MR. The learning cycle approach to science instruction (Research matters - To the science teacher, No. 9701). Columbia, MO: The National Association for Research in Science Teaching;1997.

Bybee RW. Science for life & living: An elementary school science program from biological sciences curriculum study. The American Biology Teacher, 1990; 52(2): 92-98.

Duran E, Duran L, Haney J, Scheuermann A. A learning cycle for all students. The Science Teacher. 2011; 78(3): 56-60.

Eisenkraft A. Expanding the 5E model. The science teacher. 2003; 70(6): 56-59.

National Research Council [NRC]. National science education standards. Washington, DC: National Academy Press; 1996.

Hattie, J. Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY: Routledge; 2009.

Banchi H, Bell R. The many levels of inquiry. Science and children. 2008; 46(2): 26.

Zion M, Mendelovici R. Moving from structured to open inquiry: Challenges and limits. Science Education International. 2012; 23(4): 383-399.

Lederman JS, Lederman NG, Bartos SA, et al. Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of research in science teaching. 2014; 51(1): 65-83.

Sporea A, Sporea D. Romanian teachers perception on inquiry-based teaching. Romanian Reports in Physics. 2014; 66(4):1253-1268.

Alberta Learning. Focus on inquiry: A teacher's guide to implementing inquiry-based learning. Alberta Canada: Alberta Learning, Learning and Teaching Resources Branch. 2004.

Milli Eğitim Bakanlığı (MEB). Okul Öncesi Eğitimi Programı. Ankara: Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı. 2013.

Chaille C, Britain L. The young child as scientist: a constructivist approach to early science education. 3rd ed. New York: Harper Colins; 2003.

National Research Council (NRC). Inquiry and the national science education standards. Washington, DC: National Academy Press; 2000.

National Science Teachers Association (NSTA). Transitioning from scientific inquiry to three-dimensional teaching and learning. Arlington, VA: NSTA; 2018.

(15/07/2023 tarihinde https://static.nsta.org/pdfs/PositionStatement_ThreeDimensionalTeachingAndLearning.pdf adresinden ulaşılmıştır).

Eggen PD, Kauchak DP. Strategies and models for teachers: teaching content and thinking skills.Boston: Allyn & Bacon; 2006.

Joyce, BR, Weil M, Calhoun, E. Models of teaching. 8th ed. Englewood Cliffs, NJ: Prentice-Hall; 2009.

Loxley P, Dawes L, Nicholls L, Dore B. İlköğretimde eğlendiren ve anlamayı geliştiren fen öğretimi. H. Türkmen, M. Sağlam, E. Şahin-Pekmez, çev. Ankara: Nobel Yayınevi; 2016.

Katz LG. STEM in the early years some distinctions between academic and intellectual goals for young. In: Early Childhood Research and Practice, Collected Papers from the SEED Conference (STEM in Early Education and Development) 2010. p. 2-7. (16/07/2023 tarihinde https://ecrp.illinois.edu/beyond/seed/katz.html adresinden ulaşılmıştır).

National Science Teachers Association (NSTA). Early Childhood Science Education. Arlington, VA: NSTA; 2014. (15/07/2023 tarihinde https://static.nsta.org/pdfs/PositionStatement_EarlyChildhood.pdf adresinden ulaşılmıştır).

National Research Council (NRC). Taking science to school: Learning and teaching science in grades K–8. Washington DC: National Academies Press; 2007.

Eshach H, Fried MN. Should science be taught in early childhood? Journal of Science Education and Technology. 2005;14:315–336. doi:10.1007/s10956-005-7198-9

National Science Teachers Association (NSTA). NSTA position statement: Elementary science education. VA: NSTA; 2018.

(15/07/2023 tarihinde https://static.nsta.org/pdfs/positionstatement_elementary.pdf adresinden ulaşılmıştır).

Friesen S, Scott D. Inquiry-based learning: A review of the research literature. Alberta Ministry of Education. 2013; 32: 1-32.

Inagaki K. Piagetian and post-piagetian conceptions of development and their implications for Science Education in early childhood. Early Childhood Research Quarterly. 1992;7(1):115-133.

Piaget J. The child and modern physics. Scientific American. 1957; 196(3):46-51.

Brinkmann S. John Dewey: Science for a changing world. Routledge. 2017.

Dewey J. Science as subject-matter and as method. Science; 1910; 31: 121–127.

Barrow LH. A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education. 2006; 17(3):265-278.

Suchman JR. Learning through inquiry, Childhood Education. 1965; 41(6): 289-291. doi: 10.1080/00094056.1965.10728968

Schwab JJ. The teaching of science as enquiry, In: JJ Schwab, PF Brandwein, (eds.) The teaching of science. New York: Simon and Schuster. 1962. p.1-103.

Keys CW, Bryan LA. Co-constracting inquiry-based science with teachers: essential research for lasting reform, Journal of Research in Science Teaching. 2001; 38(6): 631-645.

Dewey, J. Experience and education. New York, NY: Macmillan; 1938.

Schwab JJ. Inquiry, the science teacher, and the educator. The school review; 1960; 68(2): 176-195.

Inan HZ, Trundle KC, Kantor R. Understanding natural sciences education in a Reggio Emilia‐inspired preschool. Journal of Research in Science Teaching. 2010; 47(10): 1186-1208.

Lind K. Exploring science in early childhood: A developmental approach. 3rd ed. Delmar Thomson Learning; 2000.

French L. Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly. 2004;19(1): 138-149.

Saçkes M. Children's competencies in process skills in kindergarten and their impact on academic achievement in third grade. Early Education & Development. 2013; 24(5): 704-720.

Audet RH, Jordan LK. Integrating inquiry across the curriculum. Thousand Oaks, CA: Corwin Press; 2005

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

Ergazaki M, Zogza V. How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology. Review of Science, Mathematics and ICT Education. 2013; 7(2): 73-97.

Samarapungavan A, Mantzicopoulos P, Patrick H. Learning science through inquiry in kindergarten. Science Education. 2008; 92(5): 868-908.

Howitt C, Upson E, Lewis S. It's a mystery!: A case study of implementing forensic science in preschool as scientific inquiry. Australasian Journal of Early Childhood. 2011; 36(3): 45.

Memiş EK, Çakan-Akkaş B. Okulöncesi eğitiminde araştırma-sorgulama temelli uygulama: Yoğunluk konusu örneği. Online Science Education Journal. 2016; 1(1): 17-29.

Eti İ. Okul öncesi eğitimde sorgulama temelli fen etkinliklerinin geliştirilmesine yönelik eylem araştırması. 2016.Yayımlanmamış doktora tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.

Abraham MR. The learning cycle approach to science instruction (Research matters - To the science teacher, No. 9701). Columbia, MO: The National Association for Research in Science Teaching;1997.

Bybee RW. Science for life & living: An elementary school science program from biological sciences curriculum study. The American Biology Teacher, 1990; 52(2): 92-98.

Duran E, Duran L, Haney J, Scheuermann A. A learning cycle for all students. The Science Teacher. 2011; 78(3): 56-60.

Eisenkraft A. Expanding the 5E model. The science teacher. 2003; 70(6): 56-59.

National Research Council [NRC]. National science education standards. Washington, DC: National Academy Press; 1996.

Hattie, J. Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY: Routledge; 2009.

Banchi H, Bell R. The many levels of inquiry. Science and children. 2008; 46(2): 26.

Zion M, Mendelovici R. Moving from structured to open inquiry: Challenges and limits. Science Education International. 2012; 23(4): 383-399.

Lederman JS, Lederman NG, Bartos SA, et al. Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of research in science teaching. 2014; 51(1): 65-83.

Sporea A, Sporea D. Romanian teachers perception on inquiry-based teaching. Romanian Reports in Physics. 2014; 66(4):1253-1268.

Alberta Learning. Focus on inquiry: A teacher's guide to implementing inquiry-based learning. Alberta Canada: Alberta Learning, Learning and Teaching Resources Branch. 2004.

Milli Eğitim Bakanlığı (MEB). Okul Öncesi Eğitimi Programı. Ankara: Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı. 2013.