International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2016, Vol. 12(1) 21-32

Impact of Religion on Turkish Early Childhood Teachers’ Factuality Judgments and Their Classroom Practice

Hüseyin Kotaman

pp. 21 - 32   |  Manu. Number: ijpe.2016.015

Published online: February 01, 2016  |   Number of Views: 270  |  Number of Download: 746

Save PDF

Abstract

The purpose of this study is to examine the impact of religion on Turkish early childhood teachers’ factuality judgments and reasoning. Participants responded following questions about the story of “Moses’s stick”: 1) Can Moses run water from a dry fountain just by hitting his stick to the ground? 2) Why, or why not? 3) Would you read this story to your children in your classroom? 4) How would you respond to your children in your classroom if they ask you, “Could Moses flow water from a dry fountain just by hitting his stick to the ground?” Findings revealed that 82.4% of the participants responded to the first question affirmatively, 83% provided religious reasoning for their response, 72% would not read this story to their children and 56% provided religious explanation for question four. In-service education on the nature of science, epistemology, the philosophy of science, the historical development of science, and scientific thinking, through which teachers can acquire scientific attitudes and practice scientific discussions should be provided. Thus, they can internalize science and understand that science is not an isolated discipline that is practiced in universities, but rather, in secular life it is the core of everyday living.

Keywords: Early childhood teacher education, teachers’ judgments, religion, science

How to Cite this Article?

APA 6th edition
Kotaman, H. (2016). Impact of Religion on Turkish Early Childhood Teachers’ Factuality Judgments and Their Classroom Practice. International Journal of Progressive Education, 12(1), 21-32.

Harvard
Kotaman, H. (2016). Impact of Religion on Turkish Early Childhood Teachers’ Factuality Judgments and Their Classroom Practice. International Journal of Progressive Education, 12(1), pp. 21-32.

Chicago 16th edition
Kotaman, Huseyin (2016). "Impact of Religion on Turkish Early Childhood Teachers’ Factuality Judgments and Their Classroom Practice". International Journal of Progressive Education 12 (1):21-32.

References
  1. Abbott-Shim, M., Lambert, R., & McCarty, F. (2003). A comparison of school readiness outcomes for children randomly assigned to a head start program and the program’s wait list. Journal of Education for Students Placed at Risk 8(2), 191–214. [Google Scholar]
  2. Benmayor, G. (2013, June 28). Genç bir ekonomistin analizi Türkiye neden garip bir ülkedir. Hürriyet. Retrieved from http://www.hurriyet.com.tr/yazarlar/23603668.asp [Google Scholar]
  3. Bodrova, E., & Leong, J., D. (1996). Tools of the Mind. Prentice Hall. Columbus, Ohio. [Google Scholar]
  4. Buaraphan, K. (2010). Pre-service and in-service science teachers’ conception of the nature of science. Science Educator, 19 (2), 35-47. [Google Scholar]
  5. Cabell, Q. S., Justice, M. L., Piasta, B. S., Curenton, M. S., Wiggins, A., Turnbull, P. K., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20, 315-330. [Google Scholar]
  6. Cavas, H. P., Özdem, Y., Cavas, B., Çakıroğlu, J. & Ertepınar, H. (2013). Turkish pre-service elementary science teachers’ scientific literacy level and attitudes toward science. Science Education International, 24 (4), 383-401. [Google Scholar]
  7. Chan, W. D. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22, 1042-1054. [Google Scholar]
  8. Croninger, G. R., Rice, K. J., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312-324. [Google Scholar]
  9. Croker, S., & Buchanan, H. (2011). Scientific reasoning in a real-world context: The effect of prior belief and outcome on children’s hypothesis-testing strategies. British Journal of Developmental Psychology, 29, 409-424. [Google Scholar]
  10. Cote, M. S., Japel, C., Sequin, R. J., Mongeau, C., Xu, Q., & Tremblay, E. R. (2013). Child care quality and cognitive development: Trajectories leading to better pre-academic skills. Child Development, 84 (2), 752-766. [Google Scholar]
  11. Çorlu, A. M., & Çorlu, S. M. (2012). Scientific inquiry based professional development models in teacher education. Educational Science: Theory & Practice, 12 (1), 514-521. [Google Scholar]
  12. Dawkins, R. (2008). Şeytanın papazı. İstanbul: Kuzey yayınları. [Google Scholar]
  13. Dejonckheere, J.N.P., Van De Keere, K., & Mestdagh, N. (2010). Training the scientific thinking circle in pre- and primary school children. The Journal of Educational Research, 103, 1-16. [Google Scholar]
  14. Denham, A. S., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40, 137-143. [Google Scholar]
  15. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. [Google Scholar]
  16. Fender, G. J., & Crowley, K. (2007). How parent explanation changes what children learn from everyday scientific thinking. Journal of Applied Developmental Psychology, 28, 189-210. [Google Scholar]
  17. Fontaine, S. N., Torre, L. D., & Grafwallner R. (2006). Effects of quality early care on school readiness skills of children at risk. Early Child Development and Care 18, 99–109. [Google Scholar]
  18. Goleman, H., & Guo, H. (1998). What we know and what we don’t know about burnout among early childhood care providers. Child & Youth Care Forum, 27 (3), 175-198. [Google Scholar]
  19. Harris, L. P. (2007). Trust. Developmental Science, 10 (1), 135-138. [Google Scholar]
  20. Harris, L. P., & Koenig, A. M. (2006). Trust in testimony: How children learn about science and religion. Child Development, 77 (3), 505-524. [Google Scholar]
  21. Heisner, M. J., & Lederberg, A. R. (2011). The impact of Child Development Associate training on the beliefs and practices of preschool teachers. Early Childhood Research Quarterly, 26, 227-236. [Google Scholar]
  22. Karasar, N. (2014). Bilimsel araştırma yöntemleri. İstanbul: Nobel Yayınları. [Google Scholar]
  23. Karpov, Y. V., & Haywood, H. C. (1998). Two Way to Elaborate Vygotsky. American Psychologist, 53, 27-36. [Google Scholar]
  24. Kiuru, N., Aunola, K., Torppa, M., Lerkkanen, M., Poikkeus, A., Vilijaranta, J., Lyyra, A., Leskinen, E., Tolvanen, A., & Nurmi, J. (2012). The role of parenting styles and teacher interactional styles in children's reading and spelling development. Journal of School Psychology, 50, 799-823. [Google Scholar]
  25. Kotaman, (2013). Freedom and child rearing: Critic of parenting practices from new perspective. [Google Scholar]
  26. Kuhn, D. (1999). A developmental model of critical thinking. American Educational Research Association, 28 (2), 16-25+46. [Google Scholar]
  27. Kuhn, D. & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1(1), 113-129. [Google Scholar]
  28. Lee, E. V., Brooks-Gunn, J., Schnur, E., and Liaw, F.. (1990). Are Head Start effects sustained? A longitudinal follow-up comparison of disadvantage children attending Head Start, no preschool, and other preschool programs. Child Development 61, 495–507. [Google Scholar]
  29. Legare, H. C. (2014). The contribution of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8 (2), 101-106. [Google Scholar]
  30. Levenstein, P., Levenstein, S., & Oliver, D. (2002). First grade school readiness of former child participants in a South Carolina replication of the parent-child home program. Applied Developmental Psychology 23, 331–53. [Google Scholar]
  31. McKey, R. H., Condelli, L., Ganson, H., Barrett, B. J., McConkey, C., and Plantz, M. C. (1985). The impact of Head Start on children, families, and communities. Final report of the Head Start Evaluation, Synthesis, and Utilization Project. Washington, DC: CSR, Inc. [Google Scholar]
  32. NICHD (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102 (5), 367-387. [Google Scholar]
  33. Özbek, Ö., & Kotaman (2011). Önce aklımızı sonra çocuklarımızın sütünü çaldılar. [Google Scholar]
  34. Piaget, J. (2006). Reason. New Ideas in Psychology, 24, 1-29. [Google Scholar]
  35. Piaget, J. (1928). Children’s understanding of casuality. The British Journal of Psychology, 18, 276-301. [Google Scholar]
  36. Piekny, J., & Maehler, C. (2013). Scientific reasoning in early and middle childhood: The development of domain-general evidence evaluation, experimentation, and hypothesis generation skills. British Journal of Developmental Psychology, 31, 153-179. [Google Scholar]
  37. Sharon, T. and Woolley, D. J. (2004). Do monsters dream? Young children’s understanding of the fantasy/reality distinction. British Journal of Developmental Psychology. 22, 293-310. [Google Scholar]
  38. Tanel, Z. (2013). The effect of learning the history of physics on the scientific epistemological beliefs of pre-service teachers. Science Education International 24 (3), 232-253. [Google Scholar]
  39. Thornberg, R. (2007). Inconsistencies in everyday patterns of school rules. Ethnography and Education, 2 (3), 401-416. [Google Scholar]
  40. Thornberg, R. (2008). “It’s not fair!”-Voicing pupils’ criticism of school rules. Children & Society, 22, 418-428. [Google Scholar]
  41. Topcu, M. S. (2011). Turkish Elementary Student Teachers’ Epistemological Beliefs and Moral Reasoning. European Journal of Teacher Education, 34(1), 99–125. [Google Scholar]
  42. Tsai, C. (2007). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91, 222-243. [Google Scholar]
  43. TUİK, (2014). Halkın yüzde kaçı kendini müslüman görüyor? Retrieved from http://www.on5yirmi5.com/pdf/161748-halkin-yuzde-kaci-kendini-musluman-goruyor.pdf. [Google Scholar]
  44. Turkmen, L. (2013). In-service Turkish elementary and science teachers’ attitudes toward science and science teaching: A sample from Uşak province. Science Education International, 24 (4), 437-459. [Google Scholar]
  45. Unutkan, P. Ö. (2007). Okul öncesi dönem çocuklarının matematik becerileri açısından ilköğretime hazır bulunuşluğunun incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 243-254. [Google Scholar]
  46. Vaden, C. V., & Woolley, D. J. (2011). Does God make it real? Children’s belief in religious stories from the Judeo-Christian tradition. Child Development, 82 (4), 1120-1135. [Google Scholar]
  47. Vygotsky, L. S. (1998). Düşünce ve dil. Istanbul: Toplumsal Dönüşüm Yayınları. [Google Scholar]
  48. Wenger, L. J. (2001). Children’s theories of God: Explanations for difficult to explain phenomena. The Journal of Genetic Psychology, 162(1), 41-55. [Google Scholar]
  49. Woolley, D. J., & Van Reet, J. (2006). Effects of context on judgments concerning the reality status of novel entities. Child Development, 77 (6), 1778-1793. [Google Scholar]
  50. Yurt, Ö., & Demiriz, S. (2014). Ev odaklı programın altı yaş çocuklarının bilimsel kavram kazanımlarına etkisi. International Journal of Human Science, 11 (1), 1-19. [Google Scholar]
Download
Metric
History
Related

Volume 12 Issue 1

February 2016

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.