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Pre-school science education is one of the most important educational processes that enables inquiry, problem-solving, exploring and commenting in children. With a qualified science education, children can develop their curiosity and appreciation for nature while becoming science literate. Furthermore, children who learn to transfer their knowledge of daily life also develop scientific process skills and problem-solving abilities. These competencies are acquired through pre-school education when the child actively participates in the process. The child solves and explains the complex activities surrounding him/her with the support of science activities he/she sees as a game in the science education process. Thus, it is recommended to gain an individual who has developed a sense of research and interpretation. In this study, the aim is to examine the Pre-School Education Program of the Ministry of National Education which is being taught in Turkish Republic of North Cyprus and Republic of Turkey with a specific focus on science activities. In the study, the activities in the program are examined in terms of number, subject, scope, achievement and applicability in accordance with qualitative research and document analysis. Additionally, alternative science activities have been proposed in parallel with the topics in the study. As a result, it has been determined that the number of science activities is kept low in both programs, the subjects which are important outcomes of contemporary life such as environment, animal, soil are not included in programs too much, and the activities are not able to respond to all of the determined achievements. Oz Okul oncesinde fen egitimi; cocukta sorgulamayi, arastirmayi, problem cozmeyi, kesfetmeyi ve yorum gelistirmeyi saglayan onemli egitim surecleri arasindadir. Nitelikli bir fen egitimi ile cocuklar, fen okuryazari olurken, dogaya karsi duyduklari merak ve ilgilerini gelistirirler. Bu sirada bilgilerini gunluk hayata transfer etmeyi ogrenenirler, bilimsel surec becerilerini gelistirirler ve problem cozme davranislarini artirirlar. Okul oncesi egitimde bu yetkinliklerin kazandirilmasi, cocugun aktif olarak surece katilmasi ile olur. Cocuk, fen egitimi surecinde oyun olarak gordugu fen etkinlikleri destegiyle cevresindeki karmasik olaylari cozumler ve anlamlandirir. Boylece egitim surecinde arastirma ve yorumlama duygusu gelismis bir birey kazandirmak hedeflenir. Bu calismada Kuzey Kibris Turk Cumhuriyeti ve Turkiye Cumhuriyeti’nde okutulmakta olan KKTC MEB Okul Oncesi Egitim Programinin ve TC MEB Okul Oncesi Egitim Programinin fen etkinlikleri kapsaminda incelenmesi amaclanmistir. Calismada, her iki programda yer alan etkinlikler nitel arastirmaya ve dokuman analizine uygun olarak sayi, konu, kazanim, uygulanabilirlik gibi alt birimler altinda incelenmistir. Ayrica calismada konular paralelinde alternatif fen etkinlikleri onerilmistir. Sonuc olarak her iki programda da fen etkinliklerinin sayisinin az tutuldugu, guncel hayatin onemli getirisi olan cevre, hayvan, toprak gibi konulara cok fazla yer verilmedigi ve etkinliklerin belirlenen kazanimlarin hepsine cevap veremedigi saptanmistir.

tarih kültür ve sanat araştırmaları dergisi

An Analysis of Science Activities in Pre-School Education Programmes in Northern Cyprus and Turkey / Kuzey Kıbrıs ve Türkiye Okul Öncesi Eğitim Programlarında Yer Alan Fen Etkinliklerinin Analizi