Developing Preschool Students’ Awareness of Living Things: Fungi in Nature

In the research, it was aimed that children in the age group of 4-6 discover a different group of living things (fungi) living in addition to the plants and animals around them and to develop their awareness of living things. In addition, the study examined the effect of the activities prepared at the nature observation center on the cognitive and linguistic development of children. The research using the case study was carried out in the 2021-2022 academic year. The study group of the research consists of 6 (six) different participants who studied in a preschool educational institution in the Black Sea Region of Turkey in the age group of 4-6 years. The research was carried out with a holistic understanding that included different activities and evaluation processes, both in and out of the classroom. Semi-structured interview forms developed by the researchers were used to collect the data. As a result of the research, it was determined that nature-based observations and activities have a positive effect on the awareness of children in the 4-6 age group about living things. In addition, it was concluded that cognitive and linguistic development was achieved in children aged 4-6 years. In addition, the research concluded that the activities prepared at the nature observation center provided cognitive and linguistic development in children in children aged 4-6 years.


INTRODUCTION
Mushrooms sprouting on a lawn, mushrooms tightly stacked on a tree like small shelves, mushrooms purchased from markets to consume as food, or fuzzy mold spots on leftover food are the most common members of the fungus kingdom, which attract everyone's attention. Biologists studying fungi around the world have described around 120,000 species. However, recent metagenomic studies have shown that this number may exceed 1.5 million. For this reason, studies on the classification of fungi continue. Most people are familiar with caps, molds, and some fungi, including yeasts (Hawksworth et al., 1995;Sadava et al., 2014;Simon et al., 2016;Taylor et al., 2018). Many systematic studies have been carried out on macrofungi in Turkey and significant progress has been made, especially in recent years. With these studies, new mushroom species have been added to the world literature (Isiloglu et al., 2010;Taskin et al., 2016).
Ecosystems collapse if mushrooms fail to decompose dead organisms, fallen leaves, feces, and other organic matter. Mushrooms return chemical elements of vital importance to the environment in forms that other organisms can assimilate. Besides these ecological roles, mushrooms have been used in various ways by humans for centuries. We consume mushrooms (for example, cap mushrooms and very expensive truffles), we use them in agricultural and forestry applications, we culture them to produce antibiotics, we add them to dough to make bread rise, we add them to milk to produce various cheeses. We also use it to make beer and wine. However, it is also true that some mushrooms cause disease in plants and animals (Sadava et al., 2014;Simon et al., 2016;Urry et al., 2017). Although mushrooms can only grow in forests and moist areas in abundance, it is possible to come across mushrooms all over the world because they are cosmopolitan creatures (Petersen, 2012). When asked whether members of the fungal kingdom are more closely related to animals or plants, it is known that most people choose plants. The reason for this misconception is that fungal studies, called mycology, were carried out by scientists (botanists) who also studied plants. Early classification systems placed both plants and fungi in the same groups, mainly because they were immobile, had cell walls, and shared other similar characteristics. However, these explanations are wrong. Because fungi do not have chloroplasts and cannot perform photosynthesis. Since fungi do not contain chlorophyll, they cannot independently form organic substances such as sugar, oil and starch. Therefore, they need other living things (Mader & Windelspecht, 2018;Simon et al., 2016). Although fungi are chemoheterotrophs like animals, they are not animals.
Considering the global environmental problems experienced in recent years, the importance of raising individuals with high awareness of living things emerges. Family and pre-school education is at a critical point in order for children to have a high level of environmental awareness and sensitivity (Gok & Afyon, 2015). The training of individuals with a high level of awareness towards living things and the environment should be started from the pre-school education level. Because the experiences gained by the child in early childhood regarding science education prevent the education-teaching process to progress smoothly and the formation of misconceptions about science concepts (Brenneman, 2011). In this context, it is necessary for individuals to create their own knowledge and learn by doing and living (Huseyinbas et al., 2021). In order to provide a permanent environmental education and to acquire environmental-based gains, it is necessary to have practical trainings that progress from close to far (Louv, 2018) and include context-based learning processes (Akcadag Karakaya & Cobanoglu, 2018;Fisman, 2005). Because context-based learning enables students to perceive events/phenomenons they encounter in their immediate environment with their experiences (life and experience), and enables them to produce solutions to developing problems (Glynn & Koballa, 2005;Kutu & Sozbilir, 2011).
The methods, materials and appropriate activities used in preschool education are important in order to transfer scientific knowledge to children correctly (Trnova & Trna, 2015). Activities based on nature observations and practices can increase students' connections with living things and provide their cognitive development (Kinchin, 2019). According to Ozdemir (2017), educational content for nature observation should be developed and student participation in these trainings should be increased so that students can connect with living things. In this context, it is thought that the preparation and implementation of activities for living awareness, taking into account the nature observations and the achievements (cognitive and linguistic development) in the preschool education program, are important for the literature. In addition, it is important for the future for preschool children to correctly interpret the mushroom samples they meet for the first time, and to acquire accurate information about their functions in the sustainability of their habitats and ecosystems.
In the research, it was aimed that children in the age group of 4-6 discover a different group of living things (fungi) living in addition to the plants and animals around them and to develop their awareness of living things. Besides, the effects of the activities prepared in the nature observation center on the cognitive and linguistic development of children were examined in the study.

Research Pattern
Case study refers to the detailed explanation of the situation or events that occur in a system (Creswell, 2007). The greatest benefit of case studies is that they focus on a multifaceted and in-depth study of the topic that is desired to be investigated. In this research, it was investigated in many ways that children in the age group of 4-6 discover fungi by observing their life in nature.

Study Group of the Research
The research was carried out in the academic year 2021-2022. The study group of the research consists of six different participants who studied in a preschool educational institution in the Black Sea Region of Turkey in the age group of 4-6 years. The study group of the research consisted of 83.3% (N=5) female and 16.7% (N=1) male participants. In the research, the volunteerism of the participants was taken into account. The process of the research, taking into account the ethical rules, was described in detail to the participants and their parents. In addition, parental consent was obtained from the parents of each participant.

The Process of Research
The research was carried out with a holistic understanding that included different activities and evaluation processes, both inclass and out-of-class. The process of the research is given in Figure 1. A lesson hour in pre-school education is 50 minutes.

Events and Contents
Four different activities were developed taking into account the goals and objectives of the research. The activities were prepared taking into account the basic principles, achievements and indicators of the preschool education program published by the Ministry of National Education of the Republic of Turkey (MoNE, 2013). Opinions of two different field experts (Specialties: Environmental education and Fungi) were consulted in order to avoid scientific mistakes about the fungi included in the activities. In addition, the expert opinion of a preschool teacher who is actively working on the suitability of the activities prepared for children aged 4-6 years has been taken into account. The acquisition and indicative contents of the developed activities are given in Table 1.

Data Collection Tools
In the research, draft semi-structured interview forms with separate questions for the steps of the research process were developed taking into account the achievements and indicators of preschool education. The prepared draft forms are presented to the opinions of experts in terms of content, purpose and language. In accordance with the opinions of experts, the final version of the forms was created and applied as data collection tools within the scope of the research.

Data Analysis Process
Different methods and techniques are preferred in the analysis of qualitative data. Descriptive analysis and content analysis are very often known as preferred techniques in the analysis of qualitative data. Descriptive analysis is defined as summarizing and interpreting the data obtained using different data collection techniques according to predetermined themes (Yıldırım & Şimşek, 2018). In the descriptive analysis, the statements of individuals are presented by quoting in order to remarkably reveal the opinions of the interviewed or observed individuals. In this research, in order to directly reveal the observations and opinions of the participants, the data were evaluated using the descriptive analysis method. During the data collection process, the questions in the semi-structured interview forms were read by the researcher taking into account the age groups of the participants and the answers were recorded with a voice recorder. These records were transcribed and turned into written documents. The data analysis process of the research is given in Figure 2.
In order to ensure the internal reliability of the research, the data were evaluated by two different coders. For reliability, consistency between decoders was calculated using the formula Miles and Huberman (1994) [Reliability: Number of Opinions/(Number of Opinions+Number of Opinions)×100]. The reliability value was calculated as 95%. The coders then conducted a joint assessment to ensure reliability.

RESULTS
In the research, the awareness levels of children in the age group of 4-6 towards organisms in nature were determined. The concept network for the findings obtained from the answers given by the participants is given in Figure 3. When the concept network given in Figure 3 is examined, it is determined that children in the 4-6 age group have awareness of living things in the world of animals and plants in nature.
In the research, the awareness situations of children in the 4-6 age group about other living groups (fungi in this study) other than plants and animals were determined by observing nature. The images for the observation processes of the participants are given in Figure 4. When Figure 4 is examined, it has been determined that children in the 4-6 age group have perceptions (interest and curiosity) about the fungi they see in nature, other than plants and animals, and they can perform observational processes. The teacher who managed the process expressed the curiosity and interest of the children in the following sentences: "I can say that children are excitedly examining species (fungi) belonging to the group of living things that they did not know before. I saw that the children made similar observations with their families during the process and shared these with their friends and me. In addition, I observed that the targeted gains in the preschool education program were achieved in children." In the research, the effect of awareness activities for living creatures in nature on the formation of the "understands the meaning of what they listen/watch" acquisition in the pre-school education program was determined. In this context, the visuals of the practices carried out by the participants during the "Let's Know the Mushrooms" in-class activity are given in Figure 5. When  the visuals given in Figure 5 are examined, it has been determined that during the class activity, Let's Know the Mushrooms, children in the 4-6 age group can create mushrooms models within the framework of what they listen to and watch.
In the research, the awareness activities for living creatures in nature, which is included in the preschool education program, "pay attention to the object/situation/event. Compares the properties of objects or entities." The effect on the formation of the gain was determined. In this context, during the "Let's Observe the Mushrooms" activity, the participants were asked about the color, shape, size, length and texture differences of the mushrooms. In addition, the observations of the teacher who directed the process towards the participants were determined. The visuals for the applications are given in Figure 6.
When the visuals given in Figure 6 are examined, it has been determined that children in the 4-6 age group can distinguish the color, shape, size, length and texture differences of mushrooms. The observations of the teacher, who manages the process, about the let's get to know mushrooms activity process are given below: "Children correctly answered all the characteristics of mushrooms in terms of color, shape, size, length and texture. Considering the answers of the participants during the process, it can be said that all of the achievement and indicator values in the pre-school education program have been reached." The effect of nature-based observations and activities carried out within the scope of the research on the awareness levels of children in the 4-6 age group towards living things in nature was determined. The prepared concept network is given in Figure 7.
When the concept network prepared after the nature-based observations and activities given in Figure 7 is examined, it has been determined that children in 4-6 age group have an awareness of living things in the realm of kingdom, plants and fungi in nature. In the research, the opinions of children in the 4-6 age group about fungi were determined as a result of the observations and activities they made. Opinions of the participants about fungi are given in Table 2. When the findings in Table 2 were examined, it was determined that the children in the 4-6 age group evaluated the mushrooms as morphological structure, habitat and usage area as a result of the observations they made and the activities carried out. The visuals of the mushroom observations made by the participants during the activities are given in Figure 8.

DISCUSSION AND CONCLUSIONS
In this research, it was examined the awareness of children in the age group of 4-6 for the species found in the fungi kingdom. As a result of the research, it was determined that the children in the 4-6 age group did not have awareness of the species in the fungi kingdom. It was determined that the participants knew only plant and animal species found in nature. According to these results, it can be said that the knowledge of children in the age group of 4-6 about living species is not at a sufficient level. When the literature is examined, it has been determined that there are national and international studies supporting the research findings. For example, in the research conducted by Huseyinbas et al. (2021), it was determined that secondary school students saw plants and animals and knew their names, but their awareness of fungi was not at a sufficient level. In the research conducted by Gok and Afyon (2015), it was determined that the environmental knowledge levels of primary school students were not at an adequate level. Meerah et al. (2010) emphasized that the knowledge levels of primary and secondary school students in Malaysia regarding biodiversity in the regions where they live are very low. As a result of the research conducted by Gulen (2020), it was determined that primary school students had misconceptions about the classification of living things and that they knew mushrooms as inanimate. Much work on students' misconceptions about plants not being living organisms has been carried out (Amprazis et al., 2021;Martínez-Losada et al., 2014;Villarroel & Infante, 2014). Conceptual complexity for living things is seen in early childhood (Margett & Witherington, 2011), but it is known that it can be corrected from the 6th age (Anggoro et al., 2005).
In the research, the effects of nature-based observations and activities on the awareness of living things in children aged 4-6 were examined. In addition, the effects of the activities prepared by taking nature observations into account in terms of cognitive and linguistic development in the preschool education program on children aged 4-6 were examined. As a result of the research, it was determined that nature-based observations and activities had a positive effect on the awareness of living things in children aged 4-6. As a matter of fact, the participants stated that there are species that are found in the kingdom of fungi, apart from plants and animals in nature. As a result of the research, it was determined that the participants were aware of the morphological structure, habitat and usage areas of the mushrooms. The teacher who conducted the activities stated that the activities prepared taking into account the species and nature observations in the realm of fungi increase their awareness of living things in children aged 4-6 years. In addition, within the framework of the prepared activities, it was concluded that cognitive and linguistic development was achieved in children in the 4-6 age group. According to these results, it can be said that nature-based S-1: He observed fungi in the garden near the headman's office. There was a fungus on the balance board in the backyard. S-2: We observed fungi in the backyard. Fungus had grown on all the woods. S-3: Fungi are formed in the soil in humid weather. It can also occur, especially in the spring. Fungi grow on wet logs. S-4: We observed the mushroom in the garden just behind the school. S-5: I saw the mushroom in the garden of the school. There were also trees. S-6: It was in the garden of the school. The field of use of fungi S-3: Some of the fungi are edible, but some cannot be eaten because they are poisonous. S-6: Some of the fungi are edible, some are not. Figure 8. Images of the participants' nature observations observations and activities have a positive effect on the awareness of living things and cognitive and linguistic development of children in the 4-6 age group. Educational experiences in nature in preschool and primary school enable individuals to gain awareness at an early age and establish a meaningful connection with nature (Kosker, 2013). Activities carried out using the travelobservation and examination method increase individuals' critical thinking skills, environmental awareness and sensitivity (Ozgel et al., 2018). Observations and trainings carried out outside of school are effective in increasing the personal development, social skills, environmental awareness and academic success of individuals (Lien, 2007). In addition, trips to out-of-school learning environments are important in terms of the development of students' knowledge, skills, socialization skills and the concretization of knowledge (Cepni & Aydin, 2015;Ocak & Korkmaz, 2018). When the literature is examined, it has been determined that there are national and international studies supporting the research findings. For example, in the study conducted by Wojciehowski and Ernst (2018), it was determined that nature-based activities have a positive effect on the development of creative thinking skills of preschool children. In the study conducted by Pereira et al. (2006), it was concluded that the activities that take nature education as a reference increase the awareness of students and teachers about the live distribution. The increase in students' interactions with living things causes the formation of correct perceptions about these creatures (Huseyinbas et al., 2021;Villarroel et al., 2018). According to Ultay et al. (2018), active participation of preschool students in activities is effective in developing positive interest and attitude towards science concepts. In the study conducted by Akcadag Karakaya and Cobanoglu (2018), it was stated that taking part in out-of-school activities was effective in students' displaying responsible behaviors at the point of protecting biodiversity.
As a result, pre-school education is critical for raising individuals with high awareness levels for living things. In order for preschool teachers to manage their education processes with a holistic approach, sample activities including in-class and out-of-class practices should be brought into the literature. In addition, it can be said that the development of educational content in which children with preschool education can make nature observations will be beneficial to the literature.
Author contributions: All authors have sufficiently contributed to the study, and agreed with the results and conclusions.

Funding:
No funding source is reported for this study. Declaration of interest: No conflict of interest is declared by authors.