Exploring Knowledge Perceptions and Observable Behaviors Related to Scientific Creativity in Early C

The purpose of this study is to examine the knowledge, perceptions, and observable behaviors of 60–72-month-old children attending preschool regarding scientific creativity. In the study, which was conducted using a basic qualitative research design, data were collected using a semi-structured interview form and a "Scientific Creativity Observation Form" prepared by the researchers. The study group consisted of 12 children aged 60-72 months attending a preschool during the 2023-2024 academic year. The data were analyzed using the descriptive analysis method. According to observation findings, it was determined that children demonstrated behaviors related to problem solving, domain knowledge, scientific inquiry, and creative thinking components. However, indicators related to higher-order cognitive skills such as making connections, hypothesizing, reasoning, and information gathering were found to be limited. Interview findings revealed that most children had difficulty describing activities related to science, creativity, and scientific creativity; however, they were able to make limited inferences about scientific creativity. The results indicate that the components of scientific creativity are observable, but there is a need to include learning experiences that support these components more frequently in educational settings. Accordingly, it is recommended that future studies be conducted with different age groups and using different methods to support the development of scientific creativity in early childhood.