Effect of the Cooperative Learning with Family Involvement Based Science Education on the Scientific Process Skills of 5-6-Year-Old Children

Abstract

Purpose of this study is to investigate the effect of the cooperative learning with family involvement-based science education on the scientific process skills of 5-6-year-old children. In the study a pre- post-test control group design was used. The data were obtained using the General Information Form, developed by the researchers, the Cognitive Process Skills Evaluation Form and Semi-Structured Interview Form. The study group consists of 60 children (30 in the experimental group, 30 in the control group) receiving preschool education in the spring semester of 2016-2017 academic year. The cooperative learning-based science education program with family involvement include activities such as eddies, shadows, mirrors, plants' breathing, water power, etc. that can support scientific process skills of children. Data were analyzed using SPSS 22 package program. Since the data has no normal distribution, the Wilcoxon signed-rank test was used for intra-group comparisons and Paired Sample t Test was used for inter-group comparisons. As a result of the study, a significant difference between experimental and control groups was found in favor of the experimental group in the development of scientific process skills of children. According to this result, it can be said that cooperative learning with family involvement-based education program supports the scientific process skills of children of 5-6 years of age. It may be suggested that cooperative learning with family involvement-based science education should be included and popularized in preschool education.