LAST POINT FOR MY STATEMENT (Edited)

Actually, this term taught me more than I have about science teaching for early childhood education. I am keeping my opinions at the beginning of the term (please look at the first entry of my blog), but this term I created a perspective and philosophy by examining different points of view to the science teaching. I can say that our laboratory activities that we actualized during the term, provided me lots of interesting ideas about science teaching to young children. This term I discovered the constructivist perspective, I examined it in detail and I decided that it is appropriate for my educational philosophy. according to my science teaching philosophy, children's experiences are so valuable. Learning, understanding and applying come from these experiences. I believe that children are active learners, manipulaters and doers. ıt means, they learn from their own actions. At that point, I am a facilitator, a model, a catalyst and a consultant for them. In my future classes, I will observe them carefully and it is my responsibility that I will prepare appropriate environment that stimulate their curiosity about their world, because early childhood education period is a time that this curiosity should be fed with beneficial, valuable and suitable activities.

Moreover, I strongly assert that science integrated curriculum has very important role on not only developing scientific knowledge, but also improving child's language development. While investigating, probing and discovering new things, children communicate with peers and adults, so they gain highly developed language ability. Before this course, I do not think that there is close relationship between science teaching and language development, but now, I know that science education gives the possibility to express their ideas and this position provides improving language skills.Additionally, ı claim that science teaching creates a strong naturalistic development for children. This term we did lots of experiments and they are about plants, animals, our body, senses, making a rainbow, environment, features of simple machines, how a phenomena occur and so on. All of these experiences' aim is to teach children science in terms of physics, chemistry and biology.

In conclusion, I think that -as a future teacher-, our major responsibility is to foster child's curiosity, encourage him/her to participate in discovery, create appropriate environment and let expressing themselves. Now, I know that this is not so difficult, because science is at everywhere!

WHAT AN AMAZING DAY!

This was the our last week and it is he time to present our learning centers. We were separated into 10 groups and each group focused on different subjects. My group is formed with Hande, Azize and I. We prepared a learning center about space and astronomy. We designed eight different projects that involve spacecraft, astronaut, telescope, rocket, sun system, stars, sun and phases of moon. It is sure that preparing all of these activities were not so easy for us, but we did all of them enthusiastically and having fun. At the presentation day, I was too excited, because I have little experience about being with children. I predicted some reactions about our learning center, but I did not know anything totally. After entering METU Kindergarten groups divided into two classes and we began to arrange our projects. Actually, I saw that each groups had prepared very well. there were various learning centers about our body, light, seasons, animals, plants, water,sound, food,color and space&astronomy. My friends have done different, educational and beneficial activities in order to teach these concepts. Especially animals corner and plants corner drew my attention. I appreciated the sound corner, because they have found different activities about teaching different sounds and also making sounds. When I look at our corner, I think that this part is one of the most bright corner. Our projects were shining due to our materials, because we tried to do projects to make them like real astronaut or spacecraft. Our telescope was standing above the tripod toward the stars. All planets that belong to sun system was arranging in front of the sun and our astronaut was on the floor. Our spacecraft and rocket were staying closely on the table. After finishing arranging projects, children came to the classroom and they directed whatever they want to go. Although our corner was so attractive, first of all, no children came to near us, bet then, they began to join us and we started to look at stars with telescope. They liked that activity. We especially wanted from children to find the most bright star in order to teach Kutup Yıldızı and its functions.. Moreover, children did not know what a comet is before our presentation. Moreover, sun system drew more attention. Children wanted to learn planet's names eagerly. We asked them "In your opinion, which one is hottest or coldest? Why?" and "which one is biggest or smallest" I recognized that children like interesting and strange names such as Jupiter, Pluton and Saturn. Most of them found Saturn interesting due to its ring:) We made our presentation more enjoyable by giving examples from the cartoon whose name is "Jetgiller". It is known by all children and I saw that they understood easily when ı gave examples from that cartoon. Our astronaut was seem so bright and we discussed with children about what kind of clothes are suitable while going to the space. Also we talked about functions of the rocket and spacecraft and we discuss what are the differences between them. In order to teach phases of the moon, we asked "how do you see the moon? In the same shape always or not?" Actually, we generally chose divergent questions while orienting the children to the activities than convergent questioning. I realized that some of children is interested with space and astronomy but some of them just listened to us. Especially a child -Cemal Efe- came to near our projects and said, "I always interested in size and I want to learn everything about it, so tell me!" ı was surprised, but then we had interesting and funny conversation with him about our projects. When we look at other projects, I saw that environment and light corners were the attractive parts. We met four or five groups at Kindergarten and we spent enjoyable time with them. Children are amazing, their questions are surprising, their reactions are fantastic. I mean, this day was the important day for me, because ı gained valuable experience from children.

At the end of the presentation, I felt so tired, but I was really happy. I learned that it is not so easy to busy with children; however, the job is so satisfaction according to me. I was happy, because our projects went on properly and I thought that children is knowing what a comet is, names of planets, functions of spacecraft and the benefit of telescope and sun. For all of these reason; I can say that it was an amazing day for me!!

"HOW DO I FIT IT?": CONSTRUCTIVIST BIOLOGY

Previously weeks we focused on constructivist physics and chemistry and that week we learned "how do I fit it", that is, constructivist biology and ecology. In other words, it is about how the animals and plants -living things- and their adaptation to the environment. In my opinion, learning biology and ecology can occur every time, because children live in a world that is covered living things; plants, animals, human beings. Therefore, I think that it is enjoyable to engage in animals and plants, because we know that children born with a sense of curiosity about their world and they can simply observe the environment. By that way, they recognize how the ecology works on, what kind of plants present in their home and which animals live between the grass. I think that there is no need lots of extra information to teach children. As I said before, they can learn more efficiently by engaging naturally. Moreover, I claimed that we can facilitate that situation and simply organize our classroom environment and school arrangement. I think it is a good point that we can include dogs, turtles, cats, dogs, chickens, fish, rabbit and sheeps in a kindergarten. We can separate these animals into the outdoor and indoor setting, so we can create an school atmosphere for children in which children not only improve their developmental areas by activities but also they gain a sense of caring environment, lives of animals and plants. At that point, I think that educator should know how he/she integrates the environment to the education. I think there are lots of ways to immerse children to the world of living things. You can easily teach the insects to the children as a result of a kind of insect enter your classroom, or you can organize field trip to the zoo or you can bring up your children to the picnic. By that way, they learn by doing, they learn by observing and they learn by experiencing and discussing. As a future teacher, I claim that teacher fit the environment into their daily activities simply. They can use natural materials such as pine cones, shells or small rocks for art activities or children able to do music by using small rocks. I mean, teachers can integrate environment to their activities, so they learn environment and ecology and living things more effectively.

For the lab session, Pınar and Gülşah present their subject : Animals. I think these are the enjoyable hours for us, because we found the possibility to examine live worms, ants and fish. We made a living area for worms and we comforted them:) We looked them from magnifying glass. All activities worked properly, even though my friends busy with living, active animals. Activities were suitable for children. In future, we can explain worm's lives or birds' eating style with these activities, so I congratulate my friends for these beneficial and enjoyable presentations.

HOW CAN I MAKE IT CHANGE?: CONSTRUCTIVIST CHEMISTRY

That week, I could not attend science session due to my illness; however, I followed the lesson from our book and ppt slides, so I have knowledge about how can I make it change: Constructivist chemistry. First of all, there is the definition that I want to mention it: Transformation. It is the term that reflects what children engaged in and focus ob when they play. Actually, there are different kinds of transformation types. Some of the transformations are physical; that is, it is about change the shape, form or substance of materials. Some of are symbolic. It means that children imagine the changes as an object or a person.

When I look at the categories of chemistry activities, I see that there are two categories and both of them involve change or transformation. The first one is Reconstruction. It is about rearrangement of parts and using structures in order to get a new structure. Actually, an outstanding feature of this type is that it provides children to see and act reversibility of the experiments. This is so important that reversibility focuses on the child's attention on the process of transformation. Other type is combination. That is, transformation experiences occurs as a result of combining materials. For example, color mixing activities are the popular experiments for young children. By that way, they find the possibility to combine more than one materials. during the activity, children do not only focused on changed color, however, they see how the process works and how combination occurs, so children can see the changing and the product.

In fact, when I examined my book, I saw that there are different kinds of way that we can show children changing materials, transformation and combination. I believe that simple chemistry activities such as mixing colors, creating bubbles, changing chain activity provides children how the matters changes easily. Therefore, children achieve the sense pf everything is not always stable. Moreover, I think that when children engage in changing or chemistry activities, they can feel themselves as a little scientists when playing. This situation provides teacher an appropriate observation environment and determine child's attention, ability and development.

WHAT IS GOING ON!

At the lesson of April 30th, our instructor made us a surprise and we visited the METU Science and Technology museum. Our trip includes interestingly both past and present. First of all, we began our tour in the past. We entered into the huge tent which includes old models Chevrolets, Mercedes, Pontiac and Citroen cars. ı think this was amazing, because when we compare them to today's car models, the old ones are bigger according to new ones. Also all of them have very bright colors and shining under the spots. Actually, my friends and I spent enjoyable time in that area with old cars, old and very very big computers, medical machines and fax machines. After that we entered another big tent in which objects that belong to past. I saw big rocks from BC years, home models belong to old age, some medical tools and skeleton. I think that all of these details affected me, because when you think that those past years and their ages, it seems so interesting when compared to today or it is weird to think these skeleton's feelings, life styles and friends, families.

We continue to our trip with examining the old telephones, computers, clocks, marine's materials, musical instruments, medical objects and even also typewriters which belong to presidents of Turkey namely, İsmet İnönü, Bülent Ecevit, Ahmet Necdet Sezer. In my opinion, this situation feels me as a bridge between the past and today, because there were both old and new typewriters belongs to many presidents and ministers of Turkey. After that, we entered another tent which includes modern inventions and an instructor gave us information about the experiments. Then we started to try by own self and experimented almost all projects. Actually we had funny time with these projects. we saw ourselves from different size mirrors, I had electricity and due to that my skirt flied a little bit, we tried to solve puzzles, learned heartbeat numbers and so on.

If I make a reflection, I can say that this was not only enjoyable trip but also beneficial for me, because after that journey, I gained some ideas about working machines, science development in the past and some interesting science experiment. Actually I think that it is amazing that science is explaining many things such as effects of electricity, gravity, results of pressure so on and in this big tent all of these concepts were presented us with the slogan of "What is going on" and " Try this". That is why; first of all we tried to understand what was going on there and we tried to accomplish experiments in order to see what is going on.

At the end of the visiting museum, we turned back the our faculty to attend the lab session. This week we discuss the machines and magnetism with my friends Aysun, Gamze and Itır. They actualized many experiments in order to teach these concepts. I think all of them constructed good job so I want to congratulate them. Moreover extra activity part includes four different concept's experiment which were done by Kübra and Rukiye. They tried to teach power of air, importance of our skeleton, making a magnifying glass and density of different liquids. According to me, all activities were beneficial and have the features to draw children's attention. For this reason, I thank to my friends for this efficient work.

"HOW CAN I MAKE IT MOVE?" : CONSTRUCTIVIST PHYSICS

Last week, we focused on the subject: How can I make it move. It is about constructivist physics and includes knowledge about how children perceive the some actions of movement such as pushing, sliding, rolling, tilting and also other objects that we like to move; balls, cubes, marbles, wheels, water and air. According to Kami and De Vires(1978) the physical knowledge occurs as a result of the child's actions on objects and child's observations about the reactions of the objects. At the lesson, first of all, we discussed categories of the physical knowledge which are movement of objects and changes in objects. Actually, I saw that constructivist perspective asserts that there are some criteria that make the child's experience more meaningful;

• The child should create his/her own actions


• The child must be able to vary his/her actions


• Reaction of the objects must be observable


• The reaction of the object must be immediate

In my opinion these features provide the children effective physical knowledge by creating appropriate environment. Then we examined the categories of physics activities;

• moving objects


• directing movement


• representing motions

To apply these activities, our instructor brought to class some materials such as glue, scissor, small balls, cardboard and so on. By using these materials, each group created their own set. As a group we prepared a set that includes bridge, maze, a spiral tunnel and a twist. Then we presented this set by using a small ball. We tried to have passed ball in the maze, over the bridge and twist. However, after the presentation, we realized that we had not left any space for free moving of the ball. That is, everything was arranged as close as possible and this situation prevents the child2s manipulation skill. If a child plays with this set, ball goes on without any fail or requiring child's ability. That was our mistake, but the we corrected it.

Moreover, there are also some principles that guide physics activities;

• Observing children carefully and anticipate extension.


• Consider varying scale


• Consider varying properties of materials


• Consider using all areas of materials


• Consider social interaction

Also during the lesson, we did some exercises on the Internet which are about pendulum. We tried to predict its velocity by manipulating its lenght, weight and heigth. I think this activity is so efficient that I really understood its logic, because when I was preparing University Entrance exam, I solved this type of questions by learning its features verbally, but at lesson I saw how it works and this reality is more meaningful. So, I can say that this week I gained beneficial knowledge about how we can teach physic to children and how they achieve it.

BEING A CONSTRUCTIVIST TEACHER

That week we focused on roles of constructivist teacher at science teaching. In my opinion This lesson is very important for us. because as a future constructive teacher candidates we should know roles and responsibilities in detail, so we can provide efficient science education for our young children. Now, I want to tell about these principles which require a constructivist teacher must have.

First of all I want to mention that we separate traditional science teaching from constructivist perspective. Actually, both traditional and constructivist perspective have different aspects in terms of education; however I absolutely prefer constructivist perspective for science teaching as I stated before. For this reason; I give importance characteristic of constructive teacher which are indicated below;

• Teacher as presenter: It means a constructivist teacher presents to children options, activities and ideas in order to provide to construct their own knowledge and actions. That is why, I think a constructivist teacher should know the way of presenting ideas carefully and effectively.
• Teacher as observer: Constructivist teacher observes children not only with one way but also he/she integrate several ways such as anecdotal records, target child observations, checklists and video recording in order to assess students development efficiently, to develop an appropriate curriculum for children. Also, observing and making assessment help us to enhance family involvement for curriculum. I think this is important. By that way we get more effective education for young children.
• Teacher as question asker and problem poser: A constructivist teacher asks good questions that help children make their own theories. Moreover, teacher emphasize more open ended questions than convergent questions, but I think convergent questions are also necessary for children to reach solutions, answers and build theories.
• Teacher as environment organizer: That is, constructivist environment is arranged by constructivist teacher in order to get effective science teaching. Easy traffic flow, flexibility, accessibility, reciprocity, self direction and social interaction are the proportions of the constructivist environment.
• Teacher as public relations manager: Constructivist teachers have frequently communication with parents, administrations and colleagues. Teachers use video recording, photos or slides to share with children's parents
• Teacher as documenter of children's learning: It means that constructivist teacher observes children carefully and as a result he/she prepare work samples and portfolios. I think these samples are too valued for watching child developmental level. Also, teachers organize, compile and share information about child's doing and learning.
• Teacher as contributor to classroom culture: Naturally, teacher is the person who puts the rules, organizes the classroom environment and makes choices about the activities. Those actions create the classroom culture. I claim that at that point a constructivist teacher should behavior carefully and create morally healthy environment.

All of these roles indicate how a constructivist teacher should be. Actually, I see that for a constructivist teacher, the important is children. That is, most of the thing are arranged according to children's demand and support child's development efficiently.

In our lab session, we made our extra activities which were "deprem deneyi", "maya ile şişen balon", "mum deneyi", "yüzen tekne". Actually, all of these experiments give children information about different subjects but unfortunately we could not actualize them influentially. However, we get efficient feedback from our instructor and try to correct our insufficiency.

CONSTRUCTIVISIM: PRESENTING AN ORGANISED WORLD

The week of April 9, we discussed how we create a constructivist learning environment for science teaching. Actually, we should emphasize twelve principles which organize physical and social environments. I think that these principles are highly valued and present children an organised world in which they construct their own knowledge. If we provide that kind of social and physical environment to young children, we get healthy children in aspects of all developmental areas. Now, let's look at these principles one by one.


Allow for good traffic flow: This means all children should have freedom to move from one area to another without experiencing any disruption. Moreover, good traffic flow enhances incorporating ideas from one area to another and this situation also helps special children.

Flexible Spaces: That is, environment should be responsive to children's needs of activities and what children are doing. When creating environment, a movable divider is useful in order to separate some areas.

Flexible Furniture: Constructivist learning environment should consist small size, movable furniture. Tables usually allowing to sit four children are best. Also modular units provide more flexibility.

Materials that encourages self direction: It means that accessibility of materials should be increased and free&constant access to the materials should be provided. In addition, low shelving and proper organization makes accessibility easier. That is so important that accessibility encourages children to use materials.

Reciprocity between learning areas: Constructive perspective sees that reciprocity encourages critical problem solving. It should be controlled in some cases in order to prevent harm to some materials like books, tapes etc.

Multiple uses of objects: Such as a cube block can be used for different purposes. On the other hand, a puzzle, only one solution most of the time. Constructive learning environment includes some cheap material can be used for different purposes. For instance; tubes, small sheets, cardboard, containers, play dough etc.

Practical solutions can improve the quality of constructivist experiences: That is, self directed student can be enriched with some practical solutions.

These principles that indicated above describe the features of constructivist physical environment and now I want to talk about the characteristics of social environment.

Expect some noise and movement in a constructivist learning environment: Actually, noise which is created by children to discover objects and relationship among them, because group work and collaboration will also increase student movement in the environment. For this reason, teachers should understand that reasonable noise and should be patient.

Teacher can control the amount of social interaction: Actually the amount of materials or the number of toys and equipment for interaction.

Arrangement of the furniture determines the type of social interaction: In fact, a low narrow, long table in the middle and cushions along it on the both side suggest some social interaction.

Self-direction can be encouraged by the organization of physical and social environment: Teacher's role and student's access to the materials can easily determine student's self direction.

Engaging in social problem- solving: Constructivist teacher establishes reasonable classroom rules, provide guidance rather than discipline, focus on the problems with children and modeling by adult.

All of these principles form the effective constructivist learning environment. I see that constructivist learning environment gives importance to child himself rather than other factors. I mean all rules, principles and activities are shaped according to demands of young children. In my opinion, this situation supports child development efficiently.

Consequently, at that week, I achieved valued knowledge how a constructivist learning environment can be created and I added something new to my future curriculum model.

MAKE YOUR OWN RAINBOW:)

First of all, please look at this picture which is standing above, could you make your own rainbow with another way except painting?
Until this week, I have met this question with hesitant but now I know that I can get a beautiful rainbow by a simply way.
For this week I prefer to start my blog with lab activities which were done by Nihal, Esin and Fatma. I think all activities were amusing and while watching them, I got fun and some clues about how can weather concept can be teach to children. Unfortunately, my friends encounter some mischances such as a cloudy and rainy day, however in my opinion all activities worked properly. This week we learned weather concepts. Even though we do not have sunny day, my friends created an effective sun with the lamp. This experiment showed us power of warm of sun. Then we tried to form a static electric and pull up the small pieces of rope and paper. We achieved static electric with rubbing the plastic combs to our hair (especially my hair was so popular for this activity:)) and pullover, but I think the most funny activity is making rainbow. By using mirror, light and water we gained seven different, beautiful colors. I believe that, in future is beneficial for teaching to children how a rainbow occurring in the sky and also we may teach some main colors by this way and we can contribute cognitive attributions to children's development. That is, we integrate cognitive development into science teaching. I congratulate my friends for their performances.

In theoretical lesson, we continue to talk about constructivist perspective. We mentioned about teacher's roles on constructivist teaching and curriculum. For this perspective, our curriculum should based on the questions that about child's activities which he/she is engaging in. Actually, these questions give us idea about child's thoughts and understandings. For example if a child ask a question such as "How can I make it move?", he/she is interested in physics or if "How can I make it change?" question may be about chemistry experiments and "How does it fit or how do I fit?" can give us idea about biologically changes or the harmony of the nature.

In brief, this week provided me profitable knowledge about the constructivist curriculum and experiments related with weather concepts.

LOOKING FROM CHILD'S EYE

For this week, we did our lesson with our assistant due to the fact that our instructor was being in USA.

This week, we discussed both behaviorist and constructivist perspective and their significant role on science teaching curriculum during early childhood period. Constructive perspective is a view which sees children as a theory builders. According to it, children have the ability to construct their dynamic world. It means, children are mentally and physically active and have the chance of direct language, reading, mathematics, art, music and also science knowledge.

As Piaget (1970) indicated that there are three types of knowledge; namely, physical, logico-mathematical and social. While physical knowledge is defined understanding of the physical world, Logico-mathematical knowledge is about comparison and seriation. Moreover, social knowledge is not about social world or social interaction. Actually, it is a knowledge transmitting socially , like customs,particular names etc. However, due to the fact that social knowledge is culturally determined, children cannot construct it.

Then we focused the benefits of constructivist learning to children. The major advantages are;

• increasing autonomy
• promoting social beings

While discussing which one is more important either behaviourist or constructivist perspective, I reached that both of them include effective teaching strategies for young children, but I probably will prefer constructivist approach for my future curriculum, because I believe that important is the child. That is, being something is true,wrong or nonsense is not important!! The important is child's ideas, opinions and expressions. For this reason, as a future early childhood major, my main responsibility is to prepare appropriate environment in which materials and stimulus will direct children curiosity, asking own questions, fluent communication and reaching result with own experiences.

In lab session, my friends Kader, Yasemin and Songül tried to explain what is water, its dimension, its weight, its volume etc. by doing different interesting and amusing activities. Actually, I find all of these activities interesting, beneficial that has done so far, because few days later after the experiments most of them were in my mind. I analyzed them again and again and I plan how I can integrate them into my future class. So I thanked to my friends for these serial successful presentations.

LET'S CHILD THINK!

This week we started to lesson with discussing NAEYC (National Association for the Education of Young Children) and its function about early childhood education. I have heard this organization before and I have gained benefit when preparing my homework from this organization site. Then we talked about what we expect from child during science learning. Those are;

• Raise questions


• Explore materials/ objects


• Make careful observations


• Describing, comparing, sorting and classifying


• Use variety tools to extend observation


• Engage investigations


• Record observations


• Work collaboratively (communication)

Then we discussed the questioning types of divergent and convergent. It is sure that both two types are important for extracting children's thoughts and opinions. However, I think that divergent questioning is more effective one. In my opinion, if you give correct answers to the child directly without evolution possibility, children cannot improve thinking, reasoning and cause effect abilities. On the other hand, if we provide learning with divergent questions , we enhance to children make decisions, express ideas and discussing the different points of view. For this reason, divergent questioning, is more effective method for both children and teachers. While talking about questioning types, I also learned their sub terms. Divergent questioning is related with;

• instigating discovery
• eliciting predictions
• probing for understanding
• serving as a catalyst
• encouraging creative thinking
• reflecting on feelings

whereas convergent questioning is about

• direction attention
• recalling the temporal order
• recalling prior conditions

This week's laboratory session included many activities about air which were done by Rukiye and Kübra. They did lots of activities and many of them really interesting and beneficial. Especially 'parachute' activity and 'air compressing' activities took my attention. Moreover, extra activity part fulfilled with funny activities. We saw the different sound vibrations with different length of pipes and we made a 'hacıyatmaz' and discussed the its reason: center of gravity.

All activities were efficient and beneficial so I want to congratulate my friends.

This week I learned several new terms:

• divergent: going off in different directions from a center.
• convergent: tending to one point of focus
• incidental: likely to happen in connection with something else
• instigated: teşvik etmek
• probing: investigation
• eliciting: drawn out

BEING A TEACHER FOR A SHORT TIME!

Actually, third week of science education lesson has special mean for me, because we have actualized our lab activities in our lab session. Before talking about my ideas and thoughts based on these activities, I want to mention some effects to science teaching discussed in theoretical lesson that had effects on me.

We focused on curiosity, emotions and feelings. As Kashdan& Fincham indicated that curiosity is an effect prompted by emotions and continues throughout life. (2002). I think this statement completely true and also I believe that curiosity is very significant element that one child have to get. Because, only if a child wonders something that goes around her life, he starts to research and explore. In this way, he begins to interested with science.

In addition, I learned the difference between the terms, feelings and emotions. Before this lesson, I have thought that feelings and emotions are conscious responses. We feels our emotions. This is very simple! However, after lesson, I have understood that feelings are the unconscious emotional responses which are coded in the brain. Moreover, feelings and emotions are the assistants of the learning. This kind of information is beneficial for me, because, now, I know that if I create positive environment in my classes, I will get high success.

Another important subject that we focused on; Multiple intelligences theory. I have heard that term approximately a year ago and I have read several articles about what is multiple intelligences theory and discussions on it. I claim that,
intelligences can be improved,indeed. I found Gardner's
theory and his identification of intelligences according to some features effective. I believe that while there is a relationship between some of these levels, others are independent. I mean that if a child is not good at linguistic concept, he/she can not have high logical and mathematical concepts. On the other hand, I can create a hypothesis like that; if a child is not good at spatial patterns, it does not mean he is also not good at musical ability. I think this situation shows us, as a teacher candidate, we should analyze these levels carefully and in detail, then we determine each child's intensive ability and then we should create appropriate environment.

As I said before,at our lab time we did our activities. I performed several activities about how to teach senses to children and how to show children their unique. I think my activities are so amusing that I really had fun, but I sometimes found hard to behave like a teacher. Due to having no training period, I have no idea about how a child behave or ask what kind of questions. However, materializing experiments provide me a class environment and gave me opportunity to behave as a teacher. And at the end of lab time, I saw my sufficiency and made a decision about doing best for my second future lab activity. Finally, if you represent any idea, comment or question about these activities, I'd be glad to hear them. Thank you.


TANGIBLE: something that can be touched or felt
PERSEVERANCE: persistence in anything undertaken

"EXPLORATION" MEANS JUST AN EXPLORATION?

In our second week, we emphasized some important terms which are beneficial for teaching science. Actually, I can say that I have heard some of these terms before. In addition we gave different and clear examples in order to explain some complicated terms.

In our theoretical lesson, we focused on exploration. I learned that exploration have more meanings than it has. At the end of this lesson, I have thought that exploration contributes different special features to children. In my opinion, once a child attempt to explore something he/she begins to think, begins to observe , wonder and looks for answers and solutions. This situation brings us to the previous week. As we discussed teaching science importance last week, we said that science teaching supports all developmental areas of children. That is, exploration provides to children thinking and thus cognitive skill; going to different areas to research and thus motor skill; communication and discussing with others and thus social and language skills. Moreover, for this week, I realized the difference between prediction, estimation and measurement by giving clear examples. That is why, I can say that that week I got invaluable information what the exploration means and then I made inferences about its significance and I wanted to share it within this blog.

In our laboratory session, we had an activity that I found not only amusing but also providing us critical thinking. It is about paper towel's quality and our instruction wanted from us which one is more durable or more absorbency?? Our group made a decision about to find which one is more durable and then we actualized our experiment. We put equal drops on all of the paper towels and then began to put coins. According to results, our prediction and hypothesis was true. That is, we made a true hypothesis before starting experiment and with this experiment we have supported our hypothesis. Number 5 of paper towel was more durable because it carried much more coins according to others.

This experiment guided us about critical thinking, making decisions, constructing hypothesis and making follow statements one by one. I think this situation shows us, science is systematic discipline and gives us certain results!

In this week, also, I learned new terms:

quest: pursuit of something
hunt: search, look for
enquiry: investigation
comprehensive: extensive, large in scope

FIRST WEEK JOURNAL

IMPORTANCE OF SCIENCE TEACHING

In our first course, I gained new perspectives about science teaching at early childhood period. Actually, when I read the handout which is about developmental areas of 36- 72 months of children, I realized that science teaching supports all of these areas. At the beginning of the lesson, I thought the science teaching is necessary because of cognitive development but after the lesson, my ideas partly changed. Now, I think that all areas are supported, but especially language development are mostly affected from science teaching. I claim that when children begin to interested with science, they will start to wonder, start to think and try to answer questions in their brain. This situation causes beginning discussion and thus communication. That is, children will begin to ask questions to teachers and friends and discuss the different points of views. So, their language development improves very well. I try to say, all of the developmental areas are supported but I think especially language development drew my attention. Teaching science also gives children chance to improve their creativity, self esteem and ways of thinking. In brief, in our first week, I learned the significance of science teaching during early childhood education. It is sure that information that I learned will be efficient guide for my future classes.

In addition, in our lab. session, we did several experiments to teach basic scientific skills. Let's examine the experiments and their contributions one by one.

• Our first experiment is about how we can measure the volume of objects. I think in this experiment we also teach to children some geometric shapes. For example, we can ask to children "what this object (showing hexagon) looks like?" With this way we provide them thinking and express their ideas.
• Another experiment is about one of the basic element of scientific process: inferring. We put the different kinds of shapes in a box and try to infer their names, shapes etc. I think this activity is so beneficial for young children for gaining inferring ability.
• Our third experiment's aim is to teach children: prediction. For this experiment we used potatoes and scales. Before we measured their weight, we tried to predict which one is more heavy.
• Then we did an experiment with lots of pen and pencils. We classified them into six groups according to their different features. I think this experiment is so effective that teach children basic seriation skills.
• Another experiment's aim is observing. We observed two potatoes and tried to find differences

So, all of these experiments are so beneficial at teaching science to young children. Because they are enjoyable, all of them can take part in my curriculum.

MY STATEMENT

MAKING SCIENCE FUN!!

It is sure that children, especially young children are naturally curious about the world and they have always a "why" question in their mind. For this reason I believe that teaching science is very significant process. In my opinion, when we teach science to young children, we can meet different ideas, solutions, options, surprising questions from children. As a future early childhood major, I think that it is very important to give true answers with right way. I know that young children have amazing capability to learn everything that goes around their world. However, I believe that if we make science teaching fun, they can learn much more easily and thus, their learning process will be enjoyful. Due to the this enjoy, children will join to experiments and learning centers automatically and contribute themselves to science learning voluntarily.

I claim that science teaching target should not to teach facts, the aim should be to teach skills. Also, I think these skills can be gained by performing experiments. That is why, as a practice teacher, we should do investigations and experiments in our future classes in order to teach basic scientific skills such as observation, prediction, inferring etc. It is sure that there are different ways of teaching science in early childhood period, but as I mentioned before, I prefer that the teaching way which consists enjoy, fun and different ways that draw children's attention. At that time, experiments will be my first helpers. To illustrate, I guess that most of young children love doing hands on works. That is the reason why I prefer the experiments as a teaching way. I believe that by showing a little effort, I can make science their favorite subject.

At that point, I will plan my lessons carefully, determine learning objectives clear and simple. Also, I will plan lots of activities that have learning objectives. With this way, I provide to intensify the subjects. I think that if I do these objectives and make science fun for young children, all children will come to love science!