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Journals / Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 23 Sayı: 2

Engineering Practices in Preschool: An Investigation of Teachers' Perspectives

Okul Öncesi Dönemde Mühendislik Uygulamaları: Öğretmen Görüşleri Üzerine Bir İnceleme

Zeynep Bayram(ATATÜRK ÜNİVERSİTESİ)0000-0002-1933-6423
Fatma Tezel Şahin(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0003-2098-2411
Pages
481–510
Publication Date
2026-08-26
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings were discussed considering the relevant literature.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examined preschool teachers' perspectives on engineering practices in the preschool period.
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Key Findings & Data:Data were collected from 20 preschool teachers.
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Conclusion & Impact:The findings were discussed considering the relevant literature.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Okul öncesi · mühendislik uygulamaları · STEM

Abstract

This study examined preschool teachers' perspectives on engineering practices in the preschool period. The research was employed a phenomenological qualitative research design, a type of qualitative research method. Data were collected from 20 preschool teachers. A semi-structured interview form, consisting of nine questions developed based on expert opinions, was used as the data collection tool. The data were analyzed using inductive thematic analysis. As a result of the analyses, the findings were clustered under two main themes: "Findings related to the STEM field" and "Findings related to the engineering field." Findings related to the STEM field indicated that teachers held positive attitudes toward STEM practices. However, they lacked self-efficacy in this area and did not incorporate STEM domains in a balanced manner. Findings regarding the engineering field showed that teachers had positive attitudes toward engineering practices, but their knowledge and classroom implementation were limited. The limited use of engineering practices was attributed to inadequate physical equipment and teachers' lack of understanding of how to integrate them into the curriculum. Teachers viewed the dissemination of engineering practices as important and supported them but emphasised the need for institutional support. The findings were discussed considering the relevant literature.

Özet

Bu araştırma okul öncesi öğretmenlerinin okul öncesi dönemde mühendislik uygulamalarına yönelik görüşlerini incelemek amacıyla yapılmıştır. Araştırma nitel araştırma yöntemlerinden fenomenolojik nitel araştırma deseni ile gerçekleştirilmiştir. Veriler 20 okul öncesi öğretmeninden toplanmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmış ve elde edilen veriler tümevarımcı tematik analiz yöntemi ile analiz edilmiştir. Yapılan analizler sonucunda bulgular “STEM alanı ile ilgili bulgular” ve “mühendislik alanı ile ilgili bulgular” olmak üzere iki ana tema altında toplanmıştır. STEM alanı ile ilgili bulgular öğretmenlerin STEM uygulamalarına yönelik olumlu tutum içerisinde olduğunu ancak bu alanda kendilerini yeterli hissetmediklerini, STEM alanlarına dengeli bir şekilde yer vermediklerini göstermiştir. Mühendislik alanı ile ilgili bulgular ise öğretmenlerin mühendislik uygulamalarına yönelik olumlu tutum içerisinde olduklarını ancak bilgilerinin ve uygulamalarının sınırlı olduğunu göstermiştir. Uygulamaların sınırlı olma nedenlerinin fiziki donanımın yetersizliği ve uygulamaları öğretmenlerin müfredata nasıl entegre edeceğini bilememe olduğu belirlenmiştir. Öğretmenlerin mühendislik uygulamalarının yaygınlaştırılmasını önemli gördükleri ve destekledikleri ancak bunun için kurumsal desteğin önemli olduğunu vurguladıkları görülmüştür. Elde edilen bulgular ve sonuçlar ilgili literatür ışığında tartışılmıştır.

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Cite This Article

Bayram, Z., Şahin, F. T. (2026). Engineering Practices in Preschool: An Investigation of Teachers' Perspectives. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 23 Sayı: 2, 481–510. https://doi.org/10.33711/yyuefd.1835279

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