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A 12-week shadow play workshop was designed to measure its impact on early childhood preservice teachers’ self-efficacy beliefs and attitudes toward science teaching, and to explore participants’ workshop experiences and application processes. Using an explanatory sequential mixed-methods design with quantitative TSAS and STEBI measures plus qualitative focus groups and observations, findings showed positive effects, making shadow play an engaging and effective medium for turning abstract concepts into concrete forms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-cultural-and-artistic-approach-to-early-childhood-science-education-shadow-play/602923/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-cultural-and-artistic-approach-to-early-childhood-science-education-shadow-play/602923.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the 12-week study?","Question",{"text":112,"@type":113},"To determine the effect of a shadow play workshop on early childhood preservice teachers’ self-efficacy beliefs and attitudes toward science teaching, and to examine their workshop experiences and application processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the quantitative data collected and analyzed?",{"text":117,"@type":113},"Quantitative data were collected using the Early Childhood Teachers’ Attitudes Toward Science Teaching (TSAS) and the Science Teaching Efficacy Belief Instrument (STEBI), then analyzed using the Wilcoxon Signed Ranks test and the dependent sample t-test.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key results regarding shadow play?",{"text":121,"@type":113},"Shadow play showed a positive effect on participants’ self-efficacy beliefs and attitudes toward science teaching, described as interesting, fun, and effective for converting abstract concepts into concrete forms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602923,1792193238,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play  \nErdinç ÖCAL1  \nMuş Alparslan University  \nAbdulhamit KARADEMİR2  \nMuş Alparslan University  \nÖzkan SAATÇİOĞLU3  \nMuş Alparslan University  \nHatice Büşra YILMAZ TAM4  \nGazi University  \nAbstract  \nAttitudes towards science and scientific perspectives in the future depend on early childhood science experiences. Preservice teachers who are provided with the opportunity to develop positive attitudesand self-efficacy towards science teaching before they enter professional life are more likely to help preschoolers develop positive attitudes towards science in their professional life. The aim of this 12-week study was, therefore, to determine the effect of a shadow play workshop on early childhood preservice teachers’ self-efficacy beliefs and attitudes towards science teaching and to investigate their workshop experiences and application processes. This study employed an explanatory sequential mixed methods design. The sample consisted of 24 first-year early childhood preservice teachers. Quantitative data were collected using the Early Childhood Teachers’Attitudes Toward Science Teaching (TSAS) and the Science Teaching Efficacy Belief Instrument (STEBI) and were analyzed using the Wilcoxon Signed Ranks test and the dependent sample t-test. Qualitative data were collected through focus group interviews and observations and were analyzed using content analysis. Results showed that shadow play had a positive effect on participants’ self-efficacy beliefs and attitudes towards science teaching, indicating that shadow play is an interesting, fun, and effective material that can be used in early childhood science education to turn abstract concepts into concrete forms. Results were discussed with reference to literature, and recommendations were made for future studies.  \nKeywords: Early Childhood, Science Education, Shadow Play, Teacher Education, Arts in Science.  \nDOI: 10.29329/epasr.2020.373.12  \n1Asst. Prof. Dr, Faculty of Education, Muş Alparslan University,Muş, Turkey, ORCID: 0000-0001-6940-4036, Correspondence: [e.ocal@alparslan.edu.tr](e.ocal@alparslan.edu.tr)  \n2 Asst. Prof. Dr, Faculty of Education, Muş Alparslan University, Muş, Turkey, ORCID: 0000-0003-3062-8547, [Email:a.karademir@alparslan.edu.tr](Email:a.karademir@alparslan.edu.tr)  \n3 Research Assistant, Faculty of Education, Muş Alparslan University, Muş, Turkey, ORCID: 0000-0001-8131-9619, Email: [ozkan.saatcioglu@alparslan.edu.tr](ozkan.saatcioglu@alparslan.edu.tr)  \n4 Research Assistant, Faculty of Education, Gazi University, Ankara, Turkey, ORCID: 0000-0003-2563-8353, Email: [hbyilmaz@gazi.edu.tr](hbyilmaz@gazi.edu.tr)  \nIntroduction  \nChildren defined as scientists by birth (Gençer, 2016) learn through their senses by breathing, telling a flat rock from cotton, pushing a toy car down a hill, building a sand castle or checking out the shell of a cicada (Hamlin & Wisneski, 2012) . Just like scientists, children need scientific processes to explore the world around them, which draws them into science at early ages (Saçkes et al., 2010) and lays the foundation for their future interest in it. Therefore, many countries focus on improving science education in schools and helping students develop positive attitudes towards science (Küçükturan, 2017) . Early childhood science education is part of play, inquiry, and trial and error processes (Osborne et al., 2004; Taha & İvrendi, 2010) . Planned and systematic science education programs help children acquire basic knowledge and develop critical thinking and problemsolving skills (Mırzaie et al., 2009) . Children should also have mental and physical experiences that provide them with an opportunity to develop conceptual structures and positive attitudes towards science (Loxley et al., 2016) .  \nResearch shows that most preschool teachers feel incompetent in science education and putting it into practice, find materials inadequate, and use onl","cbCaircFzFzMNO7N","https://ap.wps.com/l/cbCaircFzFzMNO7N","pdf",434101,36,"English","# Introduction\n## Study background and rationale\n## Teachers' attitudes and instructional needs","[{\"question\":\"What was the main purpose of the 12-week study?\",\"answer\":\"To determine the effect of a shadow play workshop on early childhood preservice teachers’ self-efficacy beliefs and attitudes toward science teaching, and to examine their workshop experiences and application processes.\"},{\"question\":\"How were the quantitative data collected and analyzed?\",\"answer\":\"Quantitative data were collected using the Early Childhood Teachers’ Attitudes Toward Science Teaching (TSAS) and the Science Teaching Efficacy Belief Instrument (STEBI), then analyzed using the Wilcoxon Signed Ranks test and the dependent sample t-test.\"},{\"question\":\"What were the key results regarding shadow play?\",\"answer\":\"Shadow play showed a positive effect on participants’ self-efficacy beliefs and attitudes toward science teaching, described as interesting, fun, and effective for converting abstract concepts into concrete forms.\"}]","A Cultural and Artistic Approach to Early Childhood Science Education - Shadow Play | PDF",1792095449,91]