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Okul Öncesi Dönemde Bilime Yönelik Motivasyon ile Örüntü Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi

Year 2024, Issue: 15, 976 - 993, 28.04.2024
https://doi.org/10.51531/korkutataturkiyat.1440090

Abstract

Bu çalışma, 60-72 aylık çocukların bilime yönelik motivasyonları ile örüntü becerilerinin çeşitli değişkenler açısından incelemeyi amaçlamaktadır. Araştırma, Afyonkarahisar il merkezindeki anaokullarına ve anasınıflarına devam eden yaklaşık 4800 çocuğu kapsayan ulaşılabilir evrenden rastgele seçilen 317 çocuk üzerinde gerçekleştirilmiştir. Çalışmada, genel tarama modeline dayanarak nicel bir yaklaşım kullanılmıştır. Veri toplama sürecinde, çocukların bilime yönelik motivasyonlarını ölçmek için “Çocukların Bilime Yönelik Motivasyonları: Öğretmen Değerlendirme Ölçeği-ÇOBİM” ve örüntü becerilerini değerlendirmek için “Okul Öncesi Matematiksel Örüntü Becerileri Testi” kullanılmıştır. Cinsiyet, anne ve baba öğrenim düzeyi gibi demografik değişkenlerin çocukların bilime yönelik motivasyonları ve örüntü becerileri üzerindeki etkisi incelendiğinde, cinsiyetin her iki ölçüm üzerinde anlamlı bir etkisi bulunmamıştır. Ancak, ebeveynlerin öğrenim düzeyi yükseldikçe çocukların bilime yönelik motivasyonları ve matematiksel örüntü becerilerinin anlamlı derecede arttığı gözlemlenmiştir. Bu çalışmanın bulguları, erken çocukluk döneminde bilime yönelik motivasyon ve örüntü becerilerinin gelişimine ilişkin önemli bulgular sunmaktadır. Eğitimciler ve politika yapıcılar için, çocukların bilime yönelik motivasyonları ve matematiksel örüntü yeteneklerini desteklemek amacıyla ebeveyn eğitimlerinin önemini ortaya koymaktadır.

Ethical Statement

Afyon Kocatepe Üniversitesi Bilimsel Araştırma ve Etik Kurulu'ndan, 29 Kasım 2022 tarihli ve 143312 karar numarası altında, çalışmanın yürütülmesine ilişkin etik kaygıların bulunmadığını belirten bir etik onay belgesi alınmıştır. Araştırma, Helsinki Deklarasyonu'na uygun olarak yürütülmüş ve çalışmanın gerçekleştirilmesi için gerekli izinler alınmıştır. Okul öncesi eğitime devam eden çocukların ebeveynleri, çalışmanın amacı hakkında bilgilendirilmiş ve araştırmayı yürütmeden önce onlardan onam formları toplanmıştır.

References

  • Adler, N.E., Boyce, T., Chesney, M.A., Cohen, S., Folkman, S., Kahn, R.L., ve Syme, S.L. (1994). Socioeconomic Status and Health: The Challenge of the Gradient. The American Psychologist 49(1), 15–24.
  • Aikens, N.L., ve Barbarin, O. (2008). Socioeconomic Differences in Reading Trajectories: The Contribution of Family, Neighborhood, and School Contexts. Journal of Educational Psychology, 100(2), 235-251.
  • Baştürk, S., ve Taştepe, M. (2013). Evren ve Örneklem - Bilimsel Araştırma Yöntemleri. Ankara: Vize Yayıncılık.
  • Bowman, B., Donovan, S., ve Burns, S. (2001). Eager to Learn: Educating our Preschoolers. Report of The Committee On Early Childhood Pedagogy. Commission on Behavioural and Social Sciences and Education National Research Council.
  • Bulut Öngen, M., ve Ersay, E. (2022). Erken Çocuklukta Bilime Yönelik Motivasyonun Ölçülmesi: Bir Uyarlama Çalışması. Gazi Eğitim Bilimleri Dergisi, 8(1), 45-61.
  • Büyüköztürk, Ş., Çokluk, Ö., ve Köklü, N. (2011). Sosyal Bilimlerde İstatistik. Pegem Akademi.
  • Charlesworth R. ve Lind K. K. (2007). Math & Science for Young Children. (Fifth edition). USA: Thomson Delmar Learning.
  • Chouinard, M. M., Harris, P. L., ve Maratsos, M. P. (2007). Children’s Questions: A Mechanism for Cognitive Development. Monographs of the Society for Research in Child Development, 72, 1-129
  • Clements, D. H., ve Sarama, J. (2004). Building Blocks for Early Childhood Mathematics. Early Childhood Research Quarterly, 19, 181–189.
  • Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Demir, R., Öztürk, N., ve Dökme, İ. (2012). İlköğretim 7. Sınıf Öğrencilerinin Fen ve Teknoloji Dersine Yönelik Motivasyonlarının Bazı Değişkenler Açısından İncelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 23, 1-21
  • Deniş Çeliker, H., Tokcan, A., ve Korkubilmez, S. (2015). Fen Öğrenmeye Yönelik Motivasyon Bilimsel Yaratıcılığı Etkiler Mi? Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12 (30), 167-192.
  • Diago, P. D., Yáñez, D. F., ve Arnau, D. (2022). Relations Between Complexity and Difficulty on Repeating Pattern Tasks in Early Childhood (Relaciones Entre Complejidad Y Dificultad En Tareas Con Patrones Reiterativos En La Primera İnfancia). Journal for the Study of Education and Development, 45(2), 311- 350.
  • Edens, K. M., ve Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243.
  • Erdoğan, F., ve Gül, N. (2023). Özel Yetenekli Öğrencilerin Tekrarlanan Örüntü Becerileri ve Bilişsel İstem Düzeyleri. Kocaeli Üniversitesi Eğitim Dergisi, 6(1), 70-95.
  • Ersay, E. ve Bulut Öngen, M. (2021). Try to understand motivation for science learning in early childhood. Official Journal of the International Organization for Science and Technology Education, 1(1), 95-101. Glynn, S. M., Taasoobshirazi, G., ve Brickman, P. (2009). Science Motivation Questionnaire: Construct Validation With Nonscience Majors. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(2), 127-146.
  • Gomes, J., ve Fleer, M. (2019). The Development of A Scientifc Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634.
  • Güven, Y., Dibek, E., Bayindir, D., ve Saçkes, M. (2019). Okul Öncesi Örüntü Becerileri Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 545-563.
  • Hedegaard, M. (2014). The Signifcance of Demands and Motives Across Practices in Children’s Learning and Development. An Analysis of Learning in Home and School. Learning, Culture and Social Interaction, 3, 188–194.
  • Jackman, H. (2012). Early Education Curriculum: A Child’s Connection to the World (Fifth Edition). USA: Wadsworth Cengage Learning.
  • Işıkoğlu Erdoğan N. (2016). Erken Çocukluk Döneminde Çocuk-Ebeveyn Birlikte Okuma Etkinliklerinin İncelenmesi. Kastamonu Eğitim Dergisi, 24(3), 1071-1086.
  • Kabael, T. U., & Tanışlı, D. (2010). Cebirsel Düşünme Sürecinde Örüntüden Fonksiyona Öğretim. İlköğretim Online, 9(1), 213-228.
  • Kieran, C., Pang, J., Schifter, D., ve Ng, S. F. (2016). Early Algebra: Research into Its Nature, Its Learning, Its Teaching. G. Kaiser (Ed.) içinde, ICME-13 Topical surveys. Springer Open.
  • Kandır, A., Can Yaşar, M., Yazıcı, E., Türkoğlu, D., ve Yaman Baydar, I. (2016) Erken Çocukluk Eğitiminde Matematik. İstanbul: Morpa Yayınevi.
  • Lind, K. K. (2005). Exploring Science in Early Childhood Education (fourth edition). USA: Thomson Delmar Learning.
  • Luce, M. R., ve Hsi, S. (2015). Science‐Relevant Curiosity Expression and İnterest in Science: an Exploratory Study. Science Education, 99(1), 70-97.
  • Mantzicopoulos, P., Patrick, H., ve Samarapungavan, A. (2008). Young Children’s Motivational Beliefs about Learning Science. Early Childhood Research Quarterly, 23(3), 378-394.
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., ve Baumert, J. (2005). Academic self Concept, İnterest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering. Child Development, 76(2), 397-416.
  • National Research Council. (1996). The National Science Education Standards. Washington DC: National Academy Press.
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., et al. (2016). Which Preschool Mathematics Competencies are Most Predictive of Fifth Grade Achievement? Early Childhood Research Quarterly, 36, 550–560.
  • Oppermann, E., Brunner, M., Eccles J. S., Anders Y. (2018). Uncovering Young Children’s Motivational Beliefs About Learning Science. J Res Sci Teach., 55, 399–421.
  • Papic, M. (2007). Promoting Repeating Patterns With Young Children-More Than Just Alternating Colours! Australian Primary Mathematics Classroom, 12(3), 8-13.
  • Papic, M. M., Mulligan, J. T., ve Mitchelmore, M. C. (2011). Assessing the Development of Preschoolers’ Mathematical Patterning. Journal for Research in Mathematics Education, 42, 237–268.
  • Patrick, H., ve Mantzicopoulos, P. (2008). Teacher Rating Scale of Children’s Motivation for Science. Unpublished manuscript, Department of Educational Studies, Purdue University, West Lafayette, IN.
  • Patrick, H., ve Mantzicopoulos, P. (2014). Engaging Young Children With Informational Books. Thousand Oaks: Corwin Press.
  • Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G., & Farran, D. C. (2017). Early Math Trajectories: Low-Income Children’s Mathematics Knowledge From Ages 4–11. Child Development, 88(5), 1727-1742.
  • Ryan, R. M., ve Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Schunk, D. H., Pintrich, P. R., ve Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Englewood Cliffs: Merrill Prentice-Hall.
  • Sevinc, B., Ozmen, H., ve Yigit, N. (2011). Investigation of Primary Students’ Motivation Levels Towards Science Learning. Science Education International, 22(3), 218-232.
  • Simpkins, S. D., Davis-Kean, P. E., ve Eccles, J. S. (2006). Math and Science Motivation: A Longitudinal Examination of the Links between Choices and Belief. Developmental Psychology, 42(1), 70–83.
  • Singh, K., Granville, M. ve Dika, S. (2002) Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. The Journal of Educational Research, 95(6), 323-332.
  • Son, S.-H., ve Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. Developmental Psychology, 46(5), 1103-1118.
  • Şirin, S.R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research 75(3), 417–453.
  • Tabachnick, G. B., ve Fidell, S. N. (2007). Using Multivariate Statistics (3rd ed.). Harper Collins College Publishing.
  • Tirosh, D., Tsamir, P., Levenson, E., Barkai, R., ve Tabach, M. (2019). Preschool Teachers’ Knowledge of Repeating Patterns: Focusing on Structure and The Unit of Repeat. Journal of Mathematics Teacher Education, 22(3), 305–325.
  • Trawick-Smith (2010). Early Childhood Development. A Multicultural Perspective.
  • Tural-Sönmez, M. (2019). Ortaya Çıkan Modelleme Yaklaşımıyla Parantez Kullanımının Anlamlandırılma Süreci. Journal of Computer and Education Research, 7(13), 62-89.
  • Warren, E., ve Cooper, T. (2006). Using Repeating Patterns to Explore Functional Thinking. Australian Primary Mathematics Classroom, 11(1), 9–14.
  • Warren, E., ve Cooper, T. (2007). Repeating Patterns and Multiplicative Thinking: Analysis of Classroom İnteractions with 9-Year-Old Students That Support Thetransition from the Known to The Novel. Journal of Classroom Interaction, 41, 7–17.
  • Worth, K. (2010). Science in Early Childhood Classrooms: Content and Process. Early Childhood Research ve Practice (ECRP), 12(2), 1-17.
  • Wijns, N., Torbeyns, J., Bakker, M., De Smedt, B., ve Verschaffel, L. (2019). Four-Year Olds’ Understanding of Repeating and Growing Patterns and Its Association with Early Numerical Ability. Early Childhood Research Quarterly, 49, 152–163.
  • World Medical Association (2013). Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. JAMA, 310(20), 2191-2194.
  • Wolters, C. A., ve Rosenthal, H. (2000). The Relation Between Students’ Motivational Beliefs And Their Use of Motivational Regulation Strategies. International Journal Of Educational Research, 33(7-8), 801-820.
  • Zippert, E., Douglas, A., ve Rittle-Johnson, B. (2020). Finding Patterns in Objects and Numbers: Repeating Patterning in Pre-K Predicts Kindergarten Mathematics Knowledge. Journal of Experimental Child Psychology, 200, Article 104965

Investigation of Motivation Towards Science and Pattern Skills in the Pre-school Period in Terms of Various Variables

Year 2024, Issue: 15, 976 - 993, 28.04.2024
https://doi.org/10.51531/korkutataturkiyat.1440090

Abstract

This study aims to examine the motivation of children aged 60-72 months towards science and their pattern skills in terms of various variables. The research was conducted on a randomly selected sample of 317 children from an accessible population of approximately 4800 children attending kindergartens and preschool classes in the city center of Afyonkarahisar. The study employed a quantitative approach based on a general screening model. During the data collection process, “Children’s Motivation Towards Science: Teacher Assessment Scale (ÇOBİM)” and “Preschool Mathematical Pattern Skills Test” were utilized to measure children’s motivation towards science and assess their pattern skills, respectively. When examining the effect of demographic variables such as gender, and the educational levels of mothers and fathers on children’s motivation towards science and pattern skills, no significant effect of gender was found on either measurement. However, it was observed that as the educational level of parents increased, there was a significant increase in children’s motivation towards science and their mathematical pattern skills. The findings of this study provide important insights into the development of motivation towards science and pattern skills during early childhood. For educators and policymakers, it highlights the importance of parent education in supporting children’s scientific thinking abilities and mathematical pattern recognition skills.

References

  • Adler, N.E., Boyce, T., Chesney, M.A., Cohen, S., Folkman, S., Kahn, R.L., ve Syme, S.L. (1994). Socioeconomic Status and Health: The Challenge of the Gradient. The American Psychologist 49(1), 15–24.
  • Aikens, N.L., ve Barbarin, O. (2008). Socioeconomic Differences in Reading Trajectories: The Contribution of Family, Neighborhood, and School Contexts. Journal of Educational Psychology, 100(2), 235-251.
  • Baştürk, S., ve Taştepe, M. (2013). Evren ve Örneklem - Bilimsel Araştırma Yöntemleri. Ankara: Vize Yayıncılık.
  • Bowman, B., Donovan, S., ve Burns, S. (2001). Eager to Learn: Educating our Preschoolers. Report of The Committee On Early Childhood Pedagogy. Commission on Behavioural and Social Sciences and Education National Research Council.
  • Bulut Öngen, M., ve Ersay, E. (2022). Erken Çocuklukta Bilime Yönelik Motivasyonun Ölçülmesi: Bir Uyarlama Çalışması. Gazi Eğitim Bilimleri Dergisi, 8(1), 45-61.
  • Büyüköztürk, Ş., Çokluk, Ö., ve Köklü, N. (2011). Sosyal Bilimlerde İstatistik. Pegem Akademi.
  • Charlesworth R. ve Lind K. K. (2007). Math & Science for Young Children. (Fifth edition). USA: Thomson Delmar Learning.
  • Chouinard, M. M., Harris, P. L., ve Maratsos, M. P. (2007). Children’s Questions: A Mechanism for Cognitive Development. Monographs of the Society for Research in Child Development, 72, 1-129
  • Clements, D. H., ve Sarama, J. (2004). Building Blocks for Early Childhood Mathematics. Early Childhood Research Quarterly, 19, 181–189.
  • Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Demir, R., Öztürk, N., ve Dökme, İ. (2012). İlköğretim 7. Sınıf Öğrencilerinin Fen ve Teknoloji Dersine Yönelik Motivasyonlarının Bazı Değişkenler Açısından İncelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 23, 1-21
  • Deniş Çeliker, H., Tokcan, A., ve Korkubilmez, S. (2015). Fen Öğrenmeye Yönelik Motivasyon Bilimsel Yaratıcılığı Etkiler Mi? Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12 (30), 167-192.
  • Diago, P. D., Yáñez, D. F., ve Arnau, D. (2022). Relations Between Complexity and Difficulty on Repeating Pattern Tasks in Early Childhood (Relaciones Entre Complejidad Y Dificultad En Tareas Con Patrones Reiterativos En La Primera İnfancia). Journal for the Study of Education and Development, 45(2), 311- 350.
  • Edens, K. M., ve Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243.
  • Erdoğan, F., ve Gül, N. (2023). Özel Yetenekli Öğrencilerin Tekrarlanan Örüntü Becerileri ve Bilişsel İstem Düzeyleri. Kocaeli Üniversitesi Eğitim Dergisi, 6(1), 70-95.
  • Ersay, E. ve Bulut Öngen, M. (2021). Try to understand motivation for science learning in early childhood. Official Journal of the International Organization for Science and Technology Education, 1(1), 95-101. Glynn, S. M., Taasoobshirazi, G., ve Brickman, P. (2009). Science Motivation Questionnaire: Construct Validation With Nonscience Majors. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(2), 127-146.
  • Gomes, J., ve Fleer, M. (2019). The Development of A Scientifc Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634.
  • Güven, Y., Dibek, E., Bayindir, D., ve Saçkes, M. (2019). Okul Öncesi Örüntü Becerileri Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 545-563.
  • Hedegaard, M. (2014). The Signifcance of Demands and Motives Across Practices in Children’s Learning and Development. An Analysis of Learning in Home and School. Learning, Culture and Social Interaction, 3, 188–194.
  • Jackman, H. (2012). Early Education Curriculum: A Child’s Connection to the World (Fifth Edition). USA: Wadsworth Cengage Learning.
  • Işıkoğlu Erdoğan N. (2016). Erken Çocukluk Döneminde Çocuk-Ebeveyn Birlikte Okuma Etkinliklerinin İncelenmesi. Kastamonu Eğitim Dergisi, 24(3), 1071-1086.
  • Kabael, T. U., & Tanışlı, D. (2010). Cebirsel Düşünme Sürecinde Örüntüden Fonksiyona Öğretim. İlköğretim Online, 9(1), 213-228.
  • Kieran, C., Pang, J., Schifter, D., ve Ng, S. F. (2016). Early Algebra: Research into Its Nature, Its Learning, Its Teaching. G. Kaiser (Ed.) içinde, ICME-13 Topical surveys. Springer Open.
  • Kandır, A., Can Yaşar, M., Yazıcı, E., Türkoğlu, D., ve Yaman Baydar, I. (2016) Erken Çocukluk Eğitiminde Matematik. İstanbul: Morpa Yayınevi.
  • Lind, K. K. (2005). Exploring Science in Early Childhood Education (fourth edition). USA: Thomson Delmar Learning.
  • Luce, M. R., ve Hsi, S. (2015). Science‐Relevant Curiosity Expression and İnterest in Science: an Exploratory Study. Science Education, 99(1), 70-97.
  • Mantzicopoulos, P., Patrick, H., ve Samarapungavan, A. (2008). Young Children’s Motivational Beliefs about Learning Science. Early Childhood Research Quarterly, 23(3), 378-394.
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., ve Baumert, J. (2005). Academic self Concept, İnterest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering. Child Development, 76(2), 397-416.
  • National Research Council. (1996). The National Science Education Standards. Washington DC: National Academy Press.
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., et al. (2016). Which Preschool Mathematics Competencies are Most Predictive of Fifth Grade Achievement? Early Childhood Research Quarterly, 36, 550–560.
  • Oppermann, E., Brunner, M., Eccles J. S., Anders Y. (2018). Uncovering Young Children’s Motivational Beliefs About Learning Science. J Res Sci Teach., 55, 399–421.
  • Papic, M. (2007). Promoting Repeating Patterns With Young Children-More Than Just Alternating Colours! Australian Primary Mathematics Classroom, 12(3), 8-13.
  • Papic, M. M., Mulligan, J. T., ve Mitchelmore, M. C. (2011). Assessing the Development of Preschoolers’ Mathematical Patterning. Journal for Research in Mathematics Education, 42, 237–268.
  • Patrick, H., ve Mantzicopoulos, P. (2008). Teacher Rating Scale of Children’s Motivation for Science. Unpublished manuscript, Department of Educational Studies, Purdue University, West Lafayette, IN.
  • Patrick, H., ve Mantzicopoulos, P. (2014). Engaging Young Children With Informational Books. Thousand Oaks: Corwin Press.
  • Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G., & Farran, D. C. (2017). Early Math Trajectories: Low-Income Children’s Mathematics Knowledge From Ages 4–11. Child Development, 88(5), 1727-1742.
  • Ryan, R. M., ve Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Schunk, D. H., Pintrich, P. R., ve Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Englewood Cliffs: Merrill Prentice-Hall.
  • Sevinc, B., Ozmen, H., ve Yigit, N. (2011). Investigation of Primary Students’ Motivation Levels Towards Science Learning. Science Education International, 22(3), 218-232.
  • Simpkins, S. D., Davis-Kean, P. E., ve Eccles, J. S. (2006). Math and Science Motivation: A Longitudinal Examination of the Links between Choices and Belief. Developmental Psychology, 42(1), 70–83.
  • Singh, K., Granville, M. ve Dika, S. (2002) Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. The Journal of Educational Research, 95(6), 323-332.
  • Son, S.-H., ve Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. Developmental Psychology, 46(5), 1103-1118.
  • Şirin, S.R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research 75(3), 417–453.
  • Tabachnick, G. B., ve Fidell, S. N. (2007). Using Multivariate Statistics (3rd ed.). Harper Collins College Publishing.
  • Tirosh, D., Tsamir, P., Levenson, E., Barkai, R., ve Tabach, M. (2019). Preschool Teachers’ Knowledge of Repeating Patterns: Focusing on Structure and The Unit of Repeat. Journal of Mathematics Teacher Education, 22(3), 305–325.
  • Trawick-Smith (2010). Early Childhood Development. A Multicultural Perspective.
  • Tural-Sönmez, M. (2019). Ortaya Çıkan Modelleme Yaklaşımıyla Parantez Kullanımının Anlamlandırılma Süreci. Journal of Computer and Education Research, 7(13), 62-89.
  • Warren, E., ve Cooper, T. (2006). Using Repeating Patterns to Explore Functional Thinking. Australian Primary Mathematics Classroom, 11(1), 9–14.
  • Warren, E., ve Cooper, T. (2007). Repeating Patterns and Multiplicative Thinking: Analysis of Classroom İnteractions with 9-Year-Old Students That Support Thetransition from the Known to The Novel. Journal of Classroom Interaction, 41, 7–17.
  • Worth, K. (2010). Science in Early Childhood Classrooms: Content and Process. Early Childhood Research ve Practice (ECRP), 12(2), 1-17.
  • Wijns, N., Torbeyns, J., Bakker, M., De Smedt, B., ve Verschaffel, L. (2019). Four-Year Olds’ Understanding of Repeating and Growing Patterns and Its Association with Early Numerical Ability. Early Childhood Research Quarterly, 49, 152–163.
  • World Medical Association (2013). Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. JAMA, 310(20), 2191-2194.
  • Wolters, C. A., ve Rosenthal, H. (2000). The Relation Between Students’ Motivational Beliefs And Their Use of Motivational Regulation Strategies. International Journal Of Educational Research, 33(7-8), 801-820.
  • Zippert, E., Douglas, A., ve Rittle-Johnson, B. (2020). Finding Patterns in Objects and Numbers: Repeating Patterning in Pre-K Predicts Kindergarten Mathematics Knowledge. Journal of Experimental Child Psychology, 200, Article 104965
There are 54 citations in total.

Details

Primary Language Turkish
Subjects Child Development Education
Journal Section Araştırma Makaleleri
Authors

Özgün Uyanık Aktulun 0000-0001-9456-6379

Ümit Ünsal Kaya 0000-0001-7662-8089

Ali İbrahim Can Gözüm 0000-0002-7765-4403

Pakize Merve Yılmaz 0009-0003-2585-7369

Publication Date April 28, 2024
Submission Date February 20, 2024
Acceptance Date April 3, 2024
Published in Issue Year 2024 Issue: 15

Cite

APA Uyanık Aktulun, Ö., Kaya, Ü. Ü., Gözüm, A. İ. C., Yılmaz, P. M. (2024). Okul Öncesi Dönemde Bilime Yönelik Motivasyon ile Örüntü Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. Korkut Ata Türkiyat Araştırmaları Dergisi(15), 976-993. https://doi.org/10.51531/korkutataturkiyat.1440090