Exploring Science through Stories: Investigating Effects on Teachers’ Self-Efficacy and Preschoolers’ Scientific Skills and Curiosity
Early Childhood Education Journal, cilt.54, sa.6, ss.5333-5346, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 54 Sayı: 6
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10643-026-02234-4
- Dergi Adı: Early Childhood Education Journal
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.5333-5346
- Anahtar Kelimeler: 5E model, Story-based learning, Science education, Preschool teachers, Preschool children
- Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
This study investigates how Story-Based 5E Teacher e-Workshops affect preschool teachers' science education self-efficacy beliefs and their students' scientific skills and curiosity. The research was conducted in kindergartens in İstanbul using a quasi-experimental design with three randomly assigned groups: experimental group 1 (41 teachers/144 children), experimental group 2 (39 teachers/137 children), and the control group (38 teachers/135 children) experimental group 1 received Story-Based 5E Teacher e-Workshops, experimental group 2 only read science stories, and the control group followed the regular curriculum. Three validated scales measured teachers' self-efficacy beliefs and children's scientific process skills and curiosity before and after the 10-week intervention. Data analysis revealed significantly higher post-test scores in teachers' self-efficacy beliefs and children's scientific development in experimental group 1, compared to both experimental group 2 and the control group. experimental group 2 showed only minor improvements, whereas the control group exhibited no significant changes. These findings suggest that story-based 5E model training effectively enhances both teachers' professional competence and students' scientific development in preschool education.