Its commonly accepted that young children should be exposed to science early because they  naturally have ability to gain knowledge from observing and thinking about nature, develop positive attitudes towards science, understand and use the scientific concepts and knowledge more correctly and effectively and think more reasonably about  them (Eshach & Fried, 2005). However, in early years science should not be taught only by direct instruction. Therefore, children’s understanding about the scientific knowledge and concepts should be supported with various activities that they participate in actively. Bredekamp and Copple, (1997) suggested developmentally appropriate practice provides as guidelines for best practices for teaching young children and teachers’ roles. According to these guidelines teachers should provide various challenging materials and activities for children, observe them closely and support and promote their learning in all developmental areas (i.e., physical, social, emotional, and intellectual) (Bredekamp & Copple, 1997). In addition to this, while appropriate science curriculum is constructed for 3 to 5 years old children it should include “content from various disciplines such as math, science, or social studies, is integrated through theme, projects, play and other learning experiences so children develop an understanding of concepts and make connection across disciplines” (Bredekamp & Copple, 1997, p.130).

Research evidence indicated that many early childhood education teachers give less importance to science activities than language and mathematic activities (Ravanis, Koliopoulos & Boilevin, 2008). They consider that science is more complex for young children to construct (Yoon & Onchwari, 2006). However, the outcomes of recent studies demonstrate that 5-6 year-old children can understand same scientific knowledge and concepts as successful as older children (Ravanis, Koliopoulos & Boilevin, 2008). This may show that teachers do not have adequate knowledge which approaches and methods are more suitable to teach science (Yoon & Onchwari, 2006). Furthermore, there are not sufficient studies about every science branch especially physics (Ravanis, Koliopoulos & Boilevin, 2008; Christidou, Kazela, Kakana & Valakosta, 2009). Studies about teaching specific science concepts such as magnetic attraction and rolling friction can be beneficial for teachers. Therefore, there is a need for more research to identify which methods are more effective to teach specific science concepts to young children.

 In this study we aim to explore how preschool age children construct the concept of ‘rolling friction’ in their mind while they participate in activities using different approaches (social constructivist and activities including drama, storytelling and hands-on experiments). To date, no research has been found examining the impact of activities including storytelling, hands-on experiment and drama on teaching rolling friction to preschool children in order to estimate young children’s conceptions about rolling friction. Thus, the present study aims to investigate our teaching methods whether drama, storytelling and hands on experiments are effective and appropriate methods for children to construct the concept of rolling friction.  This investigation will also provide information to the early childhood educators how to teach specific concepts effectively and appropriately to the children by using various activities. 

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