An Investigation of the Relationship Between Science Motivation and Pattern Skills in Children Aged 60-72 Months

Yıl 2025, Cilt: 27 Sayı: 3, 883 - 899, 29.09.2025

Pakize Merve Yılmaz Özgün Uyanık Aktulun

https://doi.org/10.32709/akusosbil.1436730

Öz

The study comprehensively examines the motivation towards science and the mathematical patterning skill levels of children aged 60-72 months, the relationship between these scales, the extent to which the Interest in Learning Science and Independence Versus the Need for Support for Learning Science sub-dimensions predict preschool mathematical patterning skills, and the impact of gender on these scale scores. The research was conducted on 401 children attending kindergartens and preschool classes in the city center of Afyonkarahisar. In this relational survey study, the "Teacher Rating Scale of Children’s Motivation for Science" was used to measure children's motivation towards science, and the "Preschoolers’ Mathematical Patterning Skills Test" was utilized to assess their mathematical patterning skills. The findings indicate that children's motivation towards science shows positive and significant relationships with mathematical patterning skills and significantly predicts children's mathematical patterning abilities. Furthermore, it was determined that gender does not have a significant effect on children's motivation towards science and their mathematical patterning skills. These results suggest that children's motivation for scientific subjects contributes to the development of mathematical skills and that this process is independent of gender. The research highlights the importance of supporting motivation towards science and mathematical patterning skills during early childhood and suggests the need for further research in this area.

Anahtar Kelimeler

preschool period , motivation towards science , preschool mathematical patterning skills

60-72 Aylık Çocukların Bilime Yönelik Motivasyonları İle Örüntü Becerileri Arasındaki İlişkinin İncelenmesi

Öz

Araştırma, 60-72 aylık çocukların bilime yönelik motivasyonları ve matematiksel örüntü beceri düzeylerini, bu ölçekler arasındaki ilişkiyi, İnterest in Learning Science ve Independence Versus the Need for Support for Learning Science alt boyutlarının Okul Öncesi Matematiksel Örüntü becerilerini ne düzeyde yordadığı ve cinsiyetin bu ölçek puanları üzerindeki etkisini kapsamlı bir şekilde incelemiştir. Araştırma, Afyonkarahisar il merkezindeki anaokullarına ve anasınıflarına devam eden 401 çocuk üzerinde gerçekleştirilmiştir. İlişkisel tarama modelindeki araştırmada, çocukların bilime yönelik motivasyonlarını ölçmek için "Teacher Rating Scale of Children’s Motivation for Science" ve matematiksel örüntü becerilerini ölçmek için " Preschoolers’ Mathematical Patterning Skills Test" kullanılmıştır. Bulgular, çocukların bilime yönelik motivasyonunun, matematiksel örüntü becerileri ile pozitif ve anlamlı ilişkiler sergilediğini, bilime yönelik motivasyonun çocukların matematiksel örüntü becerilerini önemli ölçüde yordadığını göstermiştir. Ayrıca, cinsiyetin çocukların bilime yönelik motivasyonları ve matematiksel örüntü becerileri üzerinde anlamlı bir etkisi olmadığı tespit edilmiştir. Bu sonuçlar, çocukların bilimsel konulara olan motivasyonunun, matematiksel becerilerin gelişimine katkı sağladığını ve bu sürecin cinsiyetten bağımsız olduğunu işaret eder. Araştırma, erken çocukluk döneminde bilime yönelik motivasyonun ve matematiksel örüntü becerilerinin desteklenmesinin önemine dikkat çekerek, bu alanda daha fazla araştırma yapılması gerektiğini önermektedir.

Anahtar Kelimeler

okul öncesi dönem , bilime yönelik motivasyon , okul öncesi matematiksel örüntü becerileri

Etik Beyan

Araştırmanın etik kurul raporu alınarak dergi sistemine yüklenmiştir.

Kaynakça

• Andre, T., Whigham, M., Hendrickson, A., & Chambers, S. (1999). Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects. Journal of Research in Science Teaching, 36(6) , 719–747.doi: 10.1002/(SICI)1098-2736
• Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5) , 564–582.doi: 10.1002/tea.20353
• Balcı, S. & Ahi, B. (2016). SPSS kullanma klavuzu SPSS ile adım adım veri analizi. Ankara: Anı Yayıncılık.
• Baştürk, S., & Taştepe, M. (2013). Evren ve örneklem. S. Baştürk (Ed.), Bilimsel Araştırma Yöntemleri (s.129-159). Ankara: Vize Yayıncılık.
• Baysal, Y. E., Mutlu, F., & Nacaroglu, O. (2023). The effect of gender on motivation towards science learning: A meta-analysis study. Research in Pedagogy, 13(1), 1-18.
• Bluck, S. (2003). Autobiographical memory: Exploring its functions in everyday life. Memory, 11, 113–123.
• Brophy, J. (1998). Motivating students to learn. Madison, WI: McGraw Hill.
• Bulut Öngen, M. B., & Ersay, E. (2022). Erken çocuklukta bilime yönelik motivasyonun ölçülmesi: bir uyarlama çalışması. Gazi Eğitim Bilimleri Dergisi, 8(1), 45-61. doi: 10.30855/gjes.2022.08.01.004
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24. baskı). Ankara: Pegem Akademi Yayınları
• Charlesworth, R., & Lind K. K. (2007). Math & science for young children. (Fifth edition). USA: Thomson Delmar Learning.
• Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: the learning trajectories approach. New York, NY: Routledge.
• Daniels, D. H., & Meece, J. (2007). Child and adolescent development for educators. New York: McGraw-Hill Education.
• DeMarie, D., Norman, A., & Abshier, D. W. (2000). Age and experience influence different verbal and nonverbal measures of children’s scripts for the zoo. Cognitive Development, 15, 241–262. doi: 10.1016/S0885-2014(00)00027-7
• Dunn, D.J., & Stephens, C.E. (1972). Management of personel manpower management and organizational behaviour. New York: McGraw Hill Book Co.
• Economopoulos, K. (1998). Early childhood corner: What comes next? The mathematics of pattern in kindergarten. Teaching Children Mathematics, 5(4), 230-233.
• Edens, K. M., & 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.doi: 10.1007/s10643-012-0540-y
• Ersay, E. & 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.
• Fox, J. (2005). Child-initiated mathematical patterning in the pre-compulsory years. In H. Chick and J. Vincent (Eds.). Proceedings of the 29th conference of the international group for the psychology of mathematics education, (pp. 313-320). PME.
• Ginsburg, H. P., Lin, C., Ness, D., & Seo, K. H. (2003). Young American and Chinese children's everyday mathematical activity. Mathematical Thinking and Learning, 5(4), 235-258. doi:10.1207/S15327833MTL0504_01
• Guay, F., Chanal, J., Ratelle, C. F., Marsh, H.W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735. doi: 10.1348/000709910X499084
• Güven, Y., Dibek, E., Bayindir, D., & 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. doi:10.17522/balikesirnef.588966
• Herbert, J., & Stipek, D. (2005). The emergence of gender difference in children’s perceptions of their academic competence. Journal of Applied Developmental Psychology, 26(3), 276–295. doi: 10.1016/j.appdev.2005.02.007
• Jacobs, J. E., Finken, L. L., Griffin, N. L., & Wright, J. D. (1998). The career plans of science-talented rural adolescent girls. American Educational Research Journal, 35, 681–704.
• Kandır, A., Can Yaşar, M., İnal, G., Yazıcı, E., Uyanık, Ö. & Yazıcı, Z. (2012). 5-7 yaş çocuklar için etkinliklerle bilim eğitimi. Ankara: Efil Yayınevi.
• Kesicioglu, O.S. (2013). Okul öncesi donem çocuklarının matematiksel örüntü becerilerinin incelenmesi. Akdeniz Eğitim Araştırmaları Dergisi, 7(13), 19-26.
• Köklü, N., Büyüköztürk, Ş. & Bökeoğlu, Ö. Ç. (2006). Sosyal bilimler için istatistik (Birinci Baskı). Ankara: Pegem Yayıncılık.
• Leibham, M. B., Alexander, J. M., & Johnson, K. E. (2013). Science ınterests in preschool boys and girls: relations to later self-concept and science achievement. Science Education, 97(4), 574-593. doi:10.1002/sce.21066
• Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378-394. doi: 10.1016/j.ecresq.2008.04.001
• Marsh, H. W., Ellis, L. A., & Craven, R. G. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional selfconcept structure. Child Development, 38, 376 393.doi: 10.1037/0012-1649.38.3.376.
• Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering. Child Development, 76(2), 397-416. doi:10.1111/j.1467- 8624.2005.00853.x
• Ministry of National Education [MONE] (2024). Preschool Education Program for children aged 36-72 months. Ankara: Milli Eğitim Yayınevi
• Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21(2), 33-49. doi:10.1007/BF03217544
• National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. The National Council of Teachers of Mathematics
• 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. http://dx.doi.org/10.1016/j.ecresq.2016.02.003
• Nguyen, T.N. (2015). Motivational effect of web-based simulation game in teaching operations management. Journal of Education and Training Studies, 3(2), 9-15.doi: 10.11114/jets.v3i2.565.
• Opperman, E. (2017). The role of motivation in early mathematics and science education. (Unpublished doctoral dissertation) Fachbereich Erziehungswissenschaft und Psychologie der Freien Universität, Berlin.
• Oppermann, E., Brunner, M., Eccles, J. S., & Anders Y. (2017). Uncovering young children’s motivational beliefs about learning science. Journal of Research in Science Teaching, 55, 399-421. doi: 10.1016/j.ecresq.2008.04.001
• Oppermann, E., Brunner, M., & Anders, Y. (2019). The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation. Learning and Individual Differences, 70, 86-99.doi: 10.1016/j.lindif.2019.01.006
• Papic, M. (2015). An early mathematical patterning assessment: Identifying young Australian indigenous children’s patterning skills. Mathematics Education Research Journal, 27, 519-534. doi: 10.1007/s13394-015-0149-8
• Papic, M., & Mulligan, J. (2005). Pre-schoolers’ mathematical patterning. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, and A. Roche (Ed), Building connections: Theory, research and practice, (pp. 609-616). Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia, MERGA.
• Papic, M., & Mulligan, J. (2007). The growth of early mathematical patterning: An ıntervention study. In J. Watson, & K. Beswick (Ed), Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of The Mathematics Education Research Group of Australasia, MERGA.
• Parlakyıldız, B. & Aydın, F. (2011). Okulöncesinde fen eğitimine yönelik bir yaklaşım: laboratuvarımız mutfak. 2nd International Conference on New Trends in Education and Their Implications, Antalya,
• Patrick, H., & 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., & Mantzicopoulos, P. (2014). Engaging young children with informational books. Thousand Oaks: Corwin Press.
• Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses using SAS and IBM’s SPSS (6th ed.). Routledge.
• Rittle-Johnson, B., Zippert, E. L., & Boice, K. L. (2019). The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly. doi:10.1016 j.ecresq.2018.03.0
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.doi: 10.1006/ceps.1999.1020
• Schiefele, U., & Rheinberg, F. (1997). Motivation and knowledge acquisition: Searching for mediating processes. Advances In Motivation And Achievement, 10, 251-301.
• Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Englewood Cliffs: Merrill Prentice-Hall.
• Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and belief. Developmental Psychology, 42 (1), 70–83.doi: 10.1037/0012-1649.42.1.70
• Singh, K., Granville, M. & Dika, S. (2002) Mathematics and science achievement: effects of motivation, ınterest, and academic engagement. The Journal of Educational Research, 95(6), 323-332, doi: 10.1080/00220670209596607
• Sperry-Smith, S. (2012). Early childhood mathematics (5th ed.). Pearson Steen, L. (1990). On the shoulders of giants: New approaches to numeracy.Washing DC. National Academic Press.
• Stipek, D. (2011). Education is not a race. Science, 332,1481. doi: 10.1126/science.1209339 Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Pearson
• Watters, J. J. & Ginns, I. S. (2000). Developing motivation to teach elementary science: effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 277-313. doi: : 10.1023/ A:1009429131064
• Wigfield, A., Battle, A., Keller, L. B., & Eccles, J. S. (2002). Sex differences in motivation, self-concept, career aspiration, and career choice: Implications for cognitive development. In A. McGillicuddy-De Lisi & R. De Lisi (Ed.), Biology, society, and behavior: The development of sex differences in cognition (pp. 93–124).Westport, CT: Ablex
• Wolters, C.A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820. doi: /10.1016/S0883-0355(00)00051-3