Papers by Dr. Tuğba Abanoz
Seeding sustainable futures: enhancing children’s knowledge of content and skills through early STEM education, 2025
Young learners have an innate scientific curiosity and capacity for discovery that can be effecti... more Young learners have an innate scientific curiosity and capacity for discovery that can be effectively nurtured through STEM (Science, Technology, Engineering, Mathematics) education that closely aligns with children's everyday experiences. Early childhood educators recognize the critical role of STEM education in cultivating adaptive and transformative skills essential for the twenty first century. This study investigated the effect of a STEM program on increasing children's awareness of sustainability issues. Using pre-and post-interviews, the purpose of the study was to examine the change in children's understanding of the content and skills associated with waste, reduce, reuse, and recycle concepts within the Zero Waste Hierarchy. The results showed a notable improvement in children's understanding of recycling. However, there was a gap in children's understanding of the concepts of 'reduce' and 'reuse'. The research highlighted the importance of integrating sustainability education into STEM programs to improve the understanding of content and skills related to sustainability to contribute to building a sustainable future.
European early childhood education research journal, Apr 15, 2024
In the digital age, it's crucial to equip children with twenty-firstcentury skills, inclu... more In the digital age, it's crucial to equip children with twenty-firstcentury skills, including programming and other competencies such as creativity, analytical thinking, and collaboration. This study introduces an integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum focused on computer science for educators. It explores the pedagogical strategies employed by early childhood teachers to enhance children's algorithmic thinking skills. Descriptive analysis of videos depicting coding instruction in three cases revealed that teachers used question & answer and unplugged strategies to support algorithmic thinking. However, these practices primarily targeted lower-order thinking skills. Teachers employed algorithm design, reading and tracing code as programming-specific approaches. Additionally, worksheets with puzzles/grids and grid board games were commonly used as scaffolding materials in coding activities.
Journal of Education and Future, 2024
The effective implementation of STEM education relies on qualified and well-educated teachers who... more The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.
Unleashing the potential: illuminating pedagogical strategies employed by early childhood educators in stem education for cultivating algorithmic thinking skills in young learners, 2024
In the digital age, it's crucial to equip children with twenty-firstcentury skills, including pro... more In the digital age, it's crucial to equip children with twenty-firstcentury skills, including programming and other competencies such as creativity, analytical thinking, and collaboration. This study introduces an integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum focused on computer science for educators. It explores the pedagogical strategies employed by early childhood teachers to enhance children's algorithmic thinking skills. Descriptive analysis of videos depicting coding instruction in three cases revealed that teachers used question & answer and unplugged strategies to support algorithmic thinking. However, these practices primarily targeted lower-order thinking skills. Teachers employed algorithm design, reading and tracing code as programming-specific approaches. Additionally, worksheets with puzzles/grids and grid board games were commonly used as scaffolding materials in coding activities.
Palgrave studies on leadership and learning in teacher education, 2023
Studies in Psychology_Psikoloji Çalışmaları, 2023
Epistemic curiosity is the desire to seek and acquire new information that motivates knowledge an... more Epistemic curiosity is the desire to seek and acquire new information that motivates knowledge and exploratory behavior. While epistemic curiosity can stimulate positive feelings of interest related to novelty-seeking behavior and the intrinsic joy of discoveries (I-Type), it can also diminish unpleasant and uncertain experiences, which are associated with the feeling of being deprived of information (D-Type). Given the growing interest in epistemic curiosity and its implications in education, specific assessment tools are needed to measure early indicators of Type-I and Type-D epistemic curiosity, particularly in local contexts. In this study, the reliability and validity of the Turkish version of the I-Type/D-Type Epistemic Curiosity Scale for Young Children were investigated. The 10-item I-Type/D-Type Epistemic Curiosity Scale for Young Children was developed by Piotrowski and colleagues (2014) to assess children’s epistemic curiosity based on parents’ observations. The participants of the study were 636 children (F = 302; M = 334). The ages of the children ranged from 48 to 83 months (M = 68.34; SD = 7.96). Data were obtained from the mothers. The scale’s factor structure was tested with Confirmatory Factor Analysis. The results showed that the Turkish version of the scale also has a similar two-factor (I-Type/Y-Type) structure to the original scale. Furthermore, for construct validity, zero-order correlations reported a significant positive relationship between self-regulation and I-Type and D-type epistemic curiosity, as hypothesized. Additionally, a partial correlation between curiosity type and self-regulation highlighted the divergence of two I-Type and D-Type epistemic curiosity. These findings indicated that the 10-item, two-factor I-Type/D-Type Epistemic Curiosity Scale for Young Children is reliable and valid for assessing young children’s curiosity through mothers’ ratings.
Celal Bayar Üniversitesi Sosyal Bilimler Dergisi
Psikolojik dayanıklılık insanın stres ve zorluklarla başa çıkma kapasitesidir. Bu çalışmanın amac... more Psikolojik dayanıklılık insanın stres ve zorluklarla başa çıkma kapasitesidir. Bu çalışmanın amacı küçük çocukların psikolojik dayanıklılık düzeylerinin çocukların oyun davranışları üzerindeki yordayıcı etkisini belirlemektir. Bu amaç doğrultusunda çalışma 51-71 aylık (M=68.10; SS=4.63) 677 (K: 306; E:371) çocuk ile yürütülmüştür. Nicel araştırma yöntemlerinden ilişkisel tarama modelinde gerçekleştirilen araştırma, kolay ulaşılabilir örnekleme yöntemi kullanılarak ulaşılan 677 çocukla gerçekleştirilmiştir. Ego Sağlamlığı Ölçeği ve Okul Öncesi Oyun Davranışları Ölçeği kullanılarak elde edilen veriler, çocukların psikolojik dayanıklılık düzeylerinin çocukların oyun davranışları üzerindeki etkisini belirlemek amacıyla basit doğrusal regresyon analizi kullanılarak analiz edilmiştir. Araştırm anın sonucunda çocukların psikolojik dayanıklılık düzeylerinin sosyal oyun, yalnız pasif oyun, itiş-kakış oyunu ve sessiz oyun davranışlarını istatistiki olarak anlamlı düzeyde yordadığı görülmüştür...
Turkish Studies-Educational Sciences, 2019
This article was checked by iThenticate.
Tuğba Abanoz & Defne Yabaş (2022): My world of machines: an integrated STEM education curriculum for early childhood teachers, European Early Childhood Education Research Journal, DOI: 10.1080/1350293X.2022.2127822 (SSCI), 2022
Early childhood years were believed to be a precious time to implement Science, Technology, Engin... more Early childhood years were believed to be a precious time to implement Science, Technology, Engineering, and Mathematics (STEM) education activities. Children can practice STEM-related skills and form their initial ideas about STEM professions. In this research, we aim to present an integrated STEM education curriculum for early childhood teachers, based on an engineering theme. We collected qualitative data through teachers' selfevaluation forms and reflective journals. Seven teachers implemented the curriculum with the participation of 105 children. Teachers mostly expected improvement in cognitive process outcomes before the implementation. Children's first reactions to the curriculum were curiosity and excitement. Cognitive process and social product outcomes were detailed and varied during and after the implementation of the curriculum. Teachers collaborated with their colleagues to plan and overcome the difficulties they encountered. The presented curriculum was found to be appropriate for implementation in early childhood settings. Further research was suggested to focus on the impact of the curriculum on children's skills.
Eğitim ve Öğretim Araştırmaları Dergisi, 2022
Sosyal ve duygusal yeterlik, bireyin tüm gelişim alanlarını ve topluma uyumunu etkileyebilen, oku... more Sosyal ve duygusal yeterlik, bireyin tüm gelişim alanlarını ve topluma uyumunu etkileyebilen, okul öncesi dönemde gelişmeye başlayan çok boyutlu bir kavramdır. Yaşamın ilk yıllarında sosyal ve duygusal yeterliği etkileyen değişkenlerden biri cinsiyettir. Bu bağlamda çalışmanın amacı, 5 yaş çocuklarının sosyal ve duygusal yeterliklerini cinsiyete göre incelemektir. Araştırmaya dâhil edilen 609 çocuğun 276'sı (%45,3) kız, 333'ü (%54,7) ise erkektir. Araştırmanın verileri, Kişisel Bilgi Formu, Okul Öncesi Sosyal Duygusal Beceriler ve Psikolojik Dayanıklılık Ölçeği ile Ego Sağlamlığı Ölçeği (Öğretmen formu) aracılığıyla toplanmıştır. Araştırmada cinsiyetler arasında anlamlı farklılığın bulunduğu değişkenler (empati, öz düzenleme, sosyal yetkinlik, toplam Okul Öncesi Çocuklar için Sosyal-Duygusal Beceriler ve Psikolojik Dayanıklılık ölçeği toplam puanı ve psikolojik dayanıklılık) ile anlamlı farklılığın bulunmadığı duygu tanıma/duygu ifadesi değişkeninde kızların puan ortalamalarının, erkeklerden daha yüksek olduğu belirlenmiştir. Bu sonuç doğrultusunda cinsiyetin sosyal ve duygusal yeterlikte önemli bir değişken olduğu söylenebilir.
Gelişim ve Psikoloji Dergisi
Bu çalışmanın amacı, okul öncesi dönem çocukların öz düzenleme becerilerinin cinsiyet ve ebeveyn ... more Bu çalışmanın amacı, okul öncesi dönem çocukların öz düzenleme becerilerinin cinsiyet ve ebeveyn eğitim değişkenleri açısından incelenmesidir. Araştırmanın çalışma grubunu 60-72 aylık (M= 63.660; SS: 10.896) 2091 çocuk oluşturmaktadır. Öz düzenlemenin tüm boyutlarında (engelleyici kontrol, dikkat ve çalışma belleği) ve toplam puan açısından kız çocuklarının puanlarının erkek çocuklardan daha yüksek olduğunu ve bu farkların tüm boyutlarda istatistiki olarak anlamlı olduğu görülmektedir. Ayrıca hem annenin hem de babanın eğitim durumu yükseldikçe çocukların tüm boyutlarının (engelleyici kontrol, dikkat ve çalışma belleği) ve toplam puanlarının yükseldiği sonucuna ulaşılmıştır. Annenin çalışıyor olmasının da çocukların öz düzenleme becerilerine olumlu katkısı olduğu, çalışan annelerin çocuklarının öz düzenleme puanlarının daha yüksek olduğu görülmüştür.
Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG) ISSN: 1300-7432, Jun 26, 2021
The aim of the study is to examine the predictive effect of self-regulation on peer relations. Da... more The aim of the study is to examine the predictive effect of self-regulation on peer relations. Data were collected from 3486 children. Of the study sample, 1736 were girls (49.9%) and 1747 were boys (50.1%). All the children were from high SES families and attending private preschools in 10 cities in Turkey. The results showed that all peer relations variables were statistically significantly correlated with self-regulation skills of the children. Simple linear regressions analyses showed that self-regulation was statistically significant predictor of all peer relation variables (prosocial behaviours, aggressive behaviours, asocial behaviours, exclusion by peers, hyperactivity-distractibility, and fear-anxiety). Self-regulation explains the greatest variation in hyperactivity-distractibility of the children (15%) and the least variation in asocial behaviour (%3). This study shows that self-regulation in early childhood may lead to problems in peer relations. Problems with peers have long-term effects on children’s development and mental health. This finding underlines the importance of promoting self- regulation skills in early years.
International Congress on New Trends in Education - Abstract Book , 2022
Sosyal yeterlilik, çocukların çeşitli ortamlardaki işlevlerinin temel göstergelerinden biri olup,... more Sosyal yeterlilik, çocukların çeşitli ortamlardaki işlevlerinin temel göstergelerinden biri olup, erken çocukluk yıllarında dikkat edilmesi gereken temel beceriler dizisidir. Sosyal yeterlilik, toplumun bir üyesi olmanın yanı sıra çeşitli sosyal ilişkilere ve durumlara sosyal ve duygusal uyum için gerekli olan beceri ve uyum yeteneği anlamına gelir. Bu çalışmanın amacı 5-6 yaş çocuklarının sosyal ve duygusal yeterliliklerini cinsiyete göre incelemektir. Araştırmaya dâhil edilen 609 çocuğun 276’sı (%45,3) kız, 333’ü (%54,7) ise erkektir. Araştırmanın verileri, her bir çocuk için WALLY Sosyal Problem Çözme Ölçeği (Kayılı & Arı, 2015), Sosyal Duygusal Beceriler ve Psikolojik Dayanıklılık Ölçeği – SEARS (Gülay Ogelman vd., 2021), beş-altı yaş çocukları için Ego Sağlamlığı Ölçeği Öğretmen Formu (Önder & Gülay 2011) ve araştırmacılar tarafından hazırlanan Kişisel Bilgi Formu aracılığıyla toplanmıştır. Öğretmenler araştırmada yer alan çocukları en az sekiz aydır tanımaktadır. Verilerin dağılımının normalliğini test etmek için basıklık (Kurtosis) ve çarpıklık (Skewness) değerleri incelenip dağılımın normal olduğu belirlenmiştir. Basıklık değeri -.872 ile .441, çarpıklık değeri -1.196 ile -.152 arasında değişmektedir. Veri analizi SPSS 20.0 programında İlişkisiz Gruplar için T Testi tekniği ile tamamlanmıştır. Araştırma sonucunda; empati (p=.021, p.05), öz düzenleme (p=.000, p.05), sosyal yetkinlik (p=.011, p.05), psikolojik dayanıklılık (p=.008, p.05), sosyal problem çözme (p=.003, p.05) ve toplam Sosyal Duygusal Beceriler ve Psikolojik Dayanıklılık Ölçeği (p=.003, p.05) puanlarında kızların lehine anlamlı farklılık bulunmuştur. Duygu bilgisi alt boyunda (p=.134, p.05) istatistiksel olarak anlamlı bir farklılık olmadığı görülmüştür. Bulgular, çocukların sosyal ve duygusal yetkinliklerinin cinsiyete göre değişkenlik gösterdiğini ortaya koymaktadır.
International Journal of New Trends in Arts, Sports & Science Education, Nov 4, 2021
The purpose of this study was to translate the Social-Emotional Assets and Resiliency Scale for P... more The purpose of this study was to translate the Social-Emotional Assets and Resiliency Scale for Preschool into Turkish, determine its psychometric features for five-year-old children and conduct its validity and reliability study. The study comprises two researches. In the first research, the scale was translated into Turkish and its construct validity, item characteristics and factor structure were examined via the exploratory factor analysis. For the reliability of the scale, the Cronbach’s Alpha internal consistency coefficient, total-item score correlations and correlation analyses between the subscales were examined. In the second research, the factor structure of the scale was tested in a new sample via the confirmatory factor analysis. As in the first research, the Cronbach’s Alpha internal consistency coefficient, total-item score correlations and correlation analyses between the subscales were examined for the reliability of the scale in the second research. Moreover, in the second research, the correlation between the Ego Resiliency Scale scores was examined for the predictive validity of the scale. As a result of the analyses, it has been determined that the 4-subscale and 22-item Turkish Version of the 27-item Social-Emotional Assets and Resiliency Scale for Preschool, which was developed for children aged three to five years in the United States, is a valid and reliable assessment instrument for five-year-old children. Keywords: Social emotional assets, resilience, early childhood, reliability and validity.
Bu çalışmanın amacı, okul öncesi dönem çocukların öz düzenleme becerilerinin cinsiyet ve ebeveyn ... more Bu çalışmanın amacı, okul öncesi dönem çocukların öz düzenleme becerilerinin cinsiyet ve ebeveyn eğitim değişkenleri açısından incelenmesidir. Araştırmanın çalışma grubunu 60-72 aylık (M= 63.660; SS: 10.896) 2091 çocuk oluşturmaktadır. Öz düzenlemenin tüm boyutlarında (engelleyici kontrol, dikkat ve çalışma belleği) ve toplam puan açısından kız çocuklarının puanlarının erkek çocuklardan daha yüksek olduğunu ve bu farkların tüm boyutlarda istatistiki olarak anlamlı olduğu görülmektedir. Ayrıca hem annenin hem de babanın eğitim durumu yükseldikçe çocukların tüm boyutlarının (engelleyici kontrol, dikkat ve çalışma belleği) ve toplam puanlarının yükseldiği sonucuna ulaşılmıştır. Annenin çalışıyor olmasının da çocukların öz düzenleme becerilerine olumlu katkısı olduğu, çalışan annelerin çocuklarının öz düzenleme puanlarının daha yüksek olduğu görülmüştür.
Turkish International Journal of Special Education and Guidance & Counseling, 2021
The aim of the study is to examine the predictive effect of self-regulation on peer relations. Da... more The aim of the study is to examine the predictive effect of self-regulation on peer relations. Data were collected from 3486 children. Of the study sample, 1736 were girls (49.9%) and 1747 were boys (50.1%). All the children were from high SES families and attending private preschools in 10 cities in Turkey. The results showed that all peer relations variables were statistically significantly correlated with self-regulation skills of the children. Simple linear regressions analyses showed that self-regulation was statistically significant predictor of all peer relation variables (prosocial behaviours, aggressive behaviours, asocial behaviours, exclusion by peers, hyperactivity-distractibility, and fear-anxiety). Self-regulation explains the greatest variation in hyperactivity-distractibility of the children (15%) and the least variation in asocial behaviour (%3). This study shows that self-regulation in early childhood may lead to problems in peer relations. Problems with peers have long-term effects on children’s development and mental health. This finding underlines the importance of promoting self- regulation skills in early years.
GEFAD- Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2021
In this research, it is aimed to investigate preschool teachers’ views about STEM education and S... more In this research, it is aimed to investigate preschool teachers’ views about STEM education and STEM based science education activities. Case study, which is one of qualitative research approaches, was used in the study and study group consists of 24 preschool teachers volunteered to participate in this research from schools in middle income region of Çankaya District of Ankara Province in 2018-2019 educational term. The data were gathered through a semi- structured interview form developed by the researchers and experts’ opinions were taken. The obtained data were evaluated by content analysis, one of the qualitative data analysis methods. According to the results of the research, it was determined that the teachers did not have information about STEM education and defined STEM education as a method. It was concluded that the teachers used expressions stating that science activities supported the scientific education had an effect on learning because they were activities performed by doing and experiencing. In line with the findings of the research, suggestions were made to increase the awareness of preschool teachers about STEM.
International Journal of New Trends in Arts, Sports & Science Education, 2021
The purpose of this study was to translate the Social-Emotional Assets and Resiliency Scale for P... more The purpose of this study was to translate the Social-Emotional Assets and Resiliency Scale for Preschool into Turkish, determine its psychometric features for five-year-old children and conduct its validity and reliability study. The study comprises two researches. In the first research, the scale was translated into Turkish and its construct validity, item characteristics and factor structure were examined via the exploratory factor analysis. For the reliability of the scale, the Cronbach’s Alpha internal consistency coefficient, total-item score correlations and correlation analyses between the subscales were examined. In the second research, the factor structure of the scale was tested in a new sample via the confirmatory factor analysis. As in the first research, the Cronbach’s Alpha internal consistency coefficient, total-item score correlations and correlation analyses between the subscales were examined for the reliability of the scale in the second research. Moreover, in the second research, the correlation between the Ego Resiliency Scale scores was examined for the predictive validity of the scale. As a result of the analyses, it has been determined that the 4-subscale and 22-item Turkish Version of the 27-item Social-Emotional Assets and Resiliency Scale for Preschool, which was developed for children aged three to five years in the United States, is a valid and reliable assessment instrument for five-year-old children.
Keywords: Social emotional assets, resilience, early childhood, reliability and validity.
5. Uluslararası Sosyal Bilimler Kongresi, 2020
Akran ilişkileri, küçük çocukların sosyal yaşamları içinde büyük bir öneme sahiptir. Çocuklar, ok... more Akran ilişkileri, küçük çocukların sosyal yaşamları içinde büyük bir öneme sahiptir. Çocuklar, okul öncesi eğitim kurumları aracılığıyla düzenli olarak akranlarıyla birlikte zaman geçirirler. Akranlar, rehber, model olma gibi işlevleri ile küçük çocukların tüm gelişim alanlarını olumlu yönde etkileyebilmektedir. Yaşamın ilk yıllarındaki akran ilişkileri, cinsiyet, yaş, kendilik algısı, sosyal beceriler, anne-baba tutumları gibi birçok değişkenden etkilenebilir. Bu araştırma bağlamında, 4 yaş çocuklarının akran ilişkileri değişkenleri cinsiyete göre incelenmiştir. Araştırmada veri toplamak amacıyla araştırmacılar tarafından hazırlanan kişisel bilgiler formu ile Ladd ve Profilet (1996) geliştirilen ve Gülay (2008) tarafından Türkçe’ye uyarlanan Çocuk Davranış Ölçeği kullanılmıştır. Çalışmanın örneklemini Türkiye’nin 10 farklı şehrinden yüksek SED ailelerin çocuklarının devam ettiği özel okul kurumlardan toplanmıştır. Çalışmaya 48-59 aylık 731 çocuk katılmıştır. Araştırmanın sonuçlarına göre hem saldırganlık düzeyi açısından kız çocuklar (M= 1.448; SS= 1.795) ile erkek çocukları (M= 1.934; SS= 2.335) arasında (t(679.363)=-3.148, p=.002) hem de aşırı hareketli olma düzeyi açısından kız çocuklar (M= 1.364; SS= 1.743) ile erkek çocuklar (M= 2.124; SS= 2.230) arasında (t(684.649)=-5.129, p=.000) erkek çocuklarının lehine anlamlı fark olduğu görülmüştür. Olumlu sosyal davranış (t( 729)=- 1.942, p=.053), korkulu-kaygılı olma (t( 729)=-1.764, p=.078), asosyal davranış (t( 729)=-.240, p=.810) ve dışlanma düzeyleri açısından ise anlamlı fark olmadığı görülmüştür.
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Papers by Dr. Tuğba Abanoz
Keywords: Social emotional assets, resilience, early childhood, reliability and validity.
Keywords: Social emotional assets, resilience, early childhood, reliability and validity.