Investigation of the Relationship between Science Concepts, Scientific Process Skills and Problem Solving Skills of Preschool Children

Abstract

Scientific process and problem solving skills acquired at an early age not only increase children’s ability to cope with the difficulties they may encounter in everyday life, but also prepare them for their lifelong learning journey. Accordingly, the aim of this study was to investigate the relationship between scientific concepts, scientific process skills and problem solving skills in preschool children. The study was conducted using the relational survey method. In the study, data were collected from 271 preschool children using the ‘Science Concepts and Scientific Process Skills Scale’ and the ‘Problem Solving Skills Scale’. The results of the study showed that there was a statistically positive, moderate relationship between preschool children’s science concepts, scientific process skills and problem solving skills. The results of the study showed that the age and gender of the child and the age of the mother among the demographic factors did not cause a significant difference in the level of the children’s science concepts, science process skills and problem solving skills. It was found that the number of siblings, mother’s and father’s education level caused a significant difference in science concepts and science process skills, and father’s age caused a significant difference only in science process skills. The findings indicate a positive and significant relationship between children’s problem-solving skills and their understanding of science concepts as well as scientific process skills. Considering children’s developmental characteristics, this relationship suggests that learning environments should regularly and systematically incorporate activities that support both scientific process skills and problem-solving abilities.