Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Sayı: 18, 1 - 15, 24.07.2020
https://doi.org/10.30786/jef.650246

Öz

Kaynakça

  • Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39(3), 11-19.
  • Bailey, S. M. (1993). The current status of gender equity research in American schools. Educational psychologist, 28(4), 321-339.
  • Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3-27. doi: 10.1002/tea.3660320104
  • Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.
  • Birch, L. L. (1980). Effects of peer models' food choices and eating behaviors on preschoolers' food preferences. Child Development, 51(2), 489-496.
  • Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educator’s engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22(5), 757-777. doi:10.2307/1129283
  • Bowman, B. T., Donavan, M.S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
  • Caine-Bish, N. L., & Scheule, B. (2009). Gender differences in food preferences of school‐aged children and adolescents. Journal of School Health, 79(11), 532-540. doi: 10.1111/j.1746-1561.2009.00445.x
  • Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls’ access, participation and resistance. Journal of Research in Science Teaching, 41(4), 392-414. doi:10.1002/tea.20006
  • Chang, A., Sandhofer, C. M., & Brown, C. S. (2011). Gender biases in early number exposure to preschool-aged children. Journal of Language and Social Psychology, 30(4), 440-450. doi:10.1177/0261927X11416207
  • Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6(49), 1-8. doi: 10.3389/fpsyg.2015.00049
  • Chick, K. A., Heilman-Houser, R. A., & Hunter, M. W. (2002). The impact of child care on gender role development and gender stereotypes. Early Childhood Education Journal, 29(3), 149-154.
  • Christidou, V. (2006). Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations. International Journal of Science Education, 28(10), 1181-1199. doi:10.1080/09500690500439389
  • Cooke, L. J., & Wardle, J. (2005). Age and gender differences in children's food preferences. British Journal of Nutrition, 93(5), 741-746. doi:10.1079/BJN20051389
  • Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258-261. doi: 10.1111/1467-9280.00347
  • del Río, M. F., & Strasser, K. (2013). Preschool children’s beliefs about gender differences in academic skills. Sex Roles, 68(3-4), 231-238. doi:10.1007/s11199-012-0195-6
  • Desouza, J. M. S., & Czerniak, C. M. (2002). Social behaviors and gender differences among preschoolers: implications for science activities. Journal of Research in Childhood Education, 16(2), 175-188. doi:10.1080/02568540209594983
  • Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. M. C., Crawford, G. M., ... & Bryant, D. M. (2010). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25(2), 177-193. doi:10.1016/j.ecresq.2009.10.003
  • Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 83(1), 55-75. doi:10.1002/(SICI)1098-237X(199901)83:1<55::AID-SCE3>3.0.CO;2-O
  • Finn, K., Johannsen, N., & Specker, B. (2002). Factors associated with physical activity in preschool children. The Journal of Pediatrics, 140(1), 81-85. doi:10.1067/mpd.2002.120693
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
  • Freeman, N. K. (2007). Preschoolers’ perceptions of gender appropriate toys and their parents’ beliefs about genderized behaviors: Miscommunication, mixed messages, or hidden truths?. Early Childhood Education Journal, 34(5), 357-366. doi:10.1007/s10643-006-0123-x
  • Gelman, S. A., & Kalish, C. W. (2006). Conceptual development. In D. Kuhn & R. Siegler (Eds.), William Damon, and Richard M. Lerner, Handbook of child psychology: Cognition, perception, and language (pp. 687-733). Hoboken, NJ, US: John Wiley & Sons Inc.
  • Goble, P., Martin, C. L., Hanish, L. D., & Fabes, R. A. (2012). Children’s gender-typed activity choices across preschool social contexts. Sex Roles, 67(7-8), 435-451. doi:10.1007/s11199-012-0176-9
  • Gold, Z. S., Elicker, J., Choi, J. Y., Anderson, T., & Brophy, S. P. (2015). Preschoolers' engineering play behaviors: Differences in gender and play context. Children, Youth and Environments, 25(3), 1-21. doi:10.7721/chilyoutenvi.25.3.0001
  • Gullo, D. F. (2005). Understanding Assessment and Evaluation in Early Childhood Education (2nd ed.). New York, N.Y.: Teachers College Press.
  • Halford, G., & Andrews G., C. W. (2006 Reasoning and problem solving. In D. Kuhn & R. Siegler (Eds.), William Damon, and Richard M. Lerner, Handbook of child psychology: Cognition, perception, and language (pp. 557-608). Hoboken, NJ, US: John Wiley & Sons Inc.
  • Hill. C., Corbett. C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women.
  • Hughes, F. (2003). Sensivity to the social and cultural contexts of the play of young children. In J. P. Isenberg & M. R. Jalongo (Eds.), Major trends and issues in early childhood education (2nd ed.) (pp. 126-135). New York: Teacher College Press.
  • The Institution of Engineering and Technology [IET], (2016, December 6). Parents, retailers and search engines urged to ‘re-think the pink’ next Christmas. Retrieved from http://www.theiet.org/policy/media/press-releases/20161206.cfm
  • Kelly, L. A., Reilly, J. J., Fisher, A., Montgomery, C., Williamson, A., McColl, J. H., ... & Grant, S. (2006). Effect of socioeconomic status on objectively measured physical activity. Archives of Disease in Childhood, 91(1), 35-38. doi:10.1136/adc.2005.080275
  • Kinzie, J. (2007). Women’s paths in science: A critical feminist analysis. New Directions for Institutional Research, 2007(133), 81–93. doi:10.1002/ir.206
  • Leibham, M. B., Alexander, J. M., & Johnson, K. E. (2013). Science interests in preschool boys and girls: Relations to later self‐concept and science achievement. Science Education, 97(4), 574-593. doi:10.1002/sce.21066
  • Lee, L. (2008). Understanding gender through Disney’s marriages: A study of young Korean immigrant girls. Early Childhood Education Journal, 36(1), 11-18. doi:10.1007/s10643-008-0260-5
  • Leslie S. J., Cimpian A., Meyer M., & Freeland E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science 347(6219), 262-265. doi:10.1126/science.1261375
  • Liss, M. B. (1981). Patterns of toy play: An analysis of sex differences. Sex Roles, 7(11), 1143-1150. doi:10.1007/BF00287590
  • LoBue, V., & DeLoache, J. S. (2011). Pretty in pink: The early development of gender‐stereotyped colour preferences. British Journal of Developmental Psychology, 29(3), 656-667. doi:10.1111/j.2044-835X.2011.02027.x
  • Lynn, R., & Mikk, J. (2008). Science: sex differences in attainment. The Journal of Social, Political, and Economic Studies, 33(1), 101-124. doi: 10.1016/j.paid.2011.06.003
  • MacPhee, D., Farro, S., & Canetto, S. S. (2013). Academic self-efficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analyses of Social Issues and Public Policy, 13(1), 347-369. doi:10.1111/asap.12033
  • Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children's motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378-394.
  • Mantzicopoulos, P., & Patrick, H. (2010). “The seesaw is a machine that goes up and down”: Young children's narrative responses to science-related informational text. Early Education and Development, 21(3), 412-444. doi:10.3389/fpsyg.2015.00171
  • Miller, C., Lurye, L., Zosuls, K., & Ruble, D. (2009). Accessibility of gender stereotype domains: Developmental and gender differences in children. Sex Roles, 60(11/12), 870-881.
  • Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high‐school students’ views about science. International Journal of Science Education, 28(4), 363-381. doi:10.1007/s11199-009-9584-x
  • Moomaw, S. (2013). Teaching STEM in the early years. St. Paul, MN: The Readleaf Press.
  • Murphy, P., & Elwood, J. (1998). Gendered experiences, choices and achievement-exploring the links. International Journal of Inclusive Education, 2(2), 95-118. doi:10.1080/1360311980020202
  • NAECY, (2009). Developmentally appropriate practices in early childhood education programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Academies Press.
  • National Academies (2007). Beyond bias and barriers: fulfilling the potential of women in academic science and engineering. Washington, DC: National Academic Press.
  • National Research Council. (2012). A framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • Nielsen, G., Pfister, G., & Andersen, L. B. (2011). Gender differences in the daily physical activities of Danish school children. European Physical Education Review, 17(1), 69-90. doi:10.1177/1356336X11402267
  • OECD (2018). Education at Glance 2018: OECD Indicators. OECD Publishing: Paris. doi: http://dx.doi.org./10.1787/eag-2018-en
  • Parke, R. D., & Buriel, R. (2008) Socialization in the family: Ethnic and ecological perspectives. In W. Damon, & R. M. Lerner (Eds), Handbook of child psychology: Social emotionaland personality development (pp. 429-505). New Jearsey, NJ: John Wiley & Sons.
  • Ruble, D. N., Martin, C., & Berenbaum, S. (2006). Gender development. In N. Eisenberg (Ed.), Handbook of child psychology: Social emotionaland personality development (pp. 858- 932). New York: Wiley.
  • Saçkes, M. (2014). Parents who want their PreK children to have science learning experiences are outliers. Early Childhood Research Quarterly, 29(2), 132-143. doi: 10.1016/j.ecresq.2013.11.005
  • Sadker, M., Sadker, D., & Klein, S. (1991). Chapter 7: The issue of gender in elementary and secondary education. Review of research in education, 17(1), 269-334.Sadker, M., & Sadker, D. (1994). Failing atfairness: How our schools cheat girls. New York: Touchstone.
  • Segal, M., Montie, J., & Iverson, T. J. (2000). Observing for individual differences in the social interaction styles of preschool children. In K. Gitlin-Weiner, A. Sandgrund, & C. Shaefer (Eds.), Play diagnosis and assessment, (2nd edition) (pp. 544-562). Hoboken, NJ: John Wiley & Sons Inc.
  • Serbin, L. A., Poulin-Dubois, D., Colburne, K. A., Sen, M. G., & Eichstedt, J. A. (2001). Gender stereotyping in infancy: Visual preferences for and knowledge of gender-stereotyped toys in the second year. International Journal of Behavioral Development, 25(1), 7-15. doi:10.1080/01650250042000078
  • Shapiro, C. A., & Sax, L. J. (2011). Major selection and persistence for women in STEM. New Directions for Institutional Research, 2011(152), 5-18. doi:10.1002/ir.404Sullivan, A. A. (2016). Breaking the STEM Stereotype: Investigating the Use of Robotics to Change Young Children's Gender Stereotypes About Technology and Engineering (Doctoral dissertation). Retrievded from Proquest. (10118647).
  • Timmons, B. W., Naylor, P. J., & Pfeiffer, K. A. (2007). Physical activity for preschool children—how much and how? Applied Physiology, Nutrition, and Metabolism, 32, 122-134. doi:10.1139/H07-112
  • Turkish Ministry of National Education (2013). Early childhood education curriculum. Ankara: Turkish Ministry of National Education.
  • Van Ausdale, D., & Feagin, J. R. (2007). Using racial and ethnic concepts: The critical case of very young children. American Sociological Review, 61(5), 779-793. doi: 0.2307/2096453
  • Weisgram, E. S., Fulcher, M., & Dinella, L. M. (2014). Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences. Journal of Applied Developmental Psychology, 35(5), 401-409. doi:10.1016/j.appdev.2014.06.004
  • Wertheim, M. (2006, October 3). Numbers are male, said Pythagoras, and the idea persists. The New York Times. Retrieved from http://www.nytimes.com

An Analysis of Young Children’s Preferences on STEM Activities in terms of Gender

Yıl 2020, Sayı: 18, 1 - 15, 24.07.2020
https://doi.org/10.30786/jef.650246

Öz

Presenting differences in the participation rates of genders in STEM activities may be a practical way to reveal that a solution to the gender gap should include addressing children at an early age, rather than at later periods in life. Thus, the purpose of the study was to investigate the STEM-related activity preferences of 3 to 8-year-old children. The sample of the study consisted of 193 children, between 3- and 8-years old attended STEM activities presented at the eight-hours-long science fair annually organized. Data was collected through a checklist. The results of the study revealed that the number of boys that attended the activities was greater than that of girls. More boys participated in the age group 5 than girls. On the other hand, girls’ participation was higher than boys in age group 6. The results of the study also revealed that the activity preference of girls and boys did not differ for five out of six activities, i.e., Catapult Design, Jumping Wooden Sticks, Design Own Ship, Rescue the Horse, and Constructing with Mirror. However, it was found that among the six activities, boys participated in the magnetic wall activity significantly more than girls. This study may indicate the basis from which the gender gap emerged in STEM-related fields.

Kaynakça

  • Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39(3), 11-19.
  • Bailey, S. M. (1993). The current status of gender equity research in American schools. Educational psychologist, 28(4), 321-339.
  • Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3-27. doi: 10.1002/tea.3660320104
  • Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.
  • Birch, L. L. (1980). Effects of peer models' food choices and eating behaviors on preschoolers' food preferences. Child Development, 51(2), 489-496.
  • Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educator’s engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22(5), 757-777. doi:10.2307/1129283
  • Bowman, B. T., Donavan, M.S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
  • Caine-Bish, N. L., & Scheule, B. (2009). Gender differences in food preferences of school‐aged children and adolescents. Journal of School Health, 79(11), 532-540. doi: 10.1111/j.1746-1561.2009.00445.x
  • Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls’ access, participation and resistance. Journal of Research in Science Teaching, 41(4), 392-414. doi:10.1002/tea.20006
  • Chang, A., Sandhofer, C. M., & Brown, C. S. (2011). Gender biases in early number exposure to preschool-aged children. Journal of Language and Social Psychology, 30(4), 440-450. doi:10.1177/0261927X11416207
  • Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6(49), 1-8. doi: 10.3389/fpsyg.2015.00049
  • Chick, K. A., Heilman-Houser, R. A., & Hunter, M. W. (2002). The impact of child care on gender role development and gender stereotypes. Early Childhood Education Journal, 29(3), 149-154.
  • Christidou, V. (2006). Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations. International Journal of Science Education, 28(10), 1181-1199. doi:10.1080/09500690500439389
  • Cooke, L. J., & Wardle, J. (2005). Age and gender differences in children's food preferences. British Journal of Nutrition, 93(5), 741-746. doi:10.1079/BJN20051389
  • Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258-261. doi: 10.1111/1467-9280.00347
  • del Río, M. F., & Strasser, K. (2013). Preschool children’s beliefs about gender differences in academic skills. Sex Roles, 68(3-4), 231-238. doi:10.1007/s11199-012-0195-6
  • Desouza, J. M. S., & Czerniak, C. M. (2002). Social behaviors and gender differences among preschoolers: implications for science activities. Journal of Research in Childhood Education, 16(2), 175-188. doi:10.1080/02568540209594983
  • Early, D. M., Iruka, I. U., Ritchie, S., Barbarin, O. A., Winn, D. M. C., Crawford, G. M., ... & Bryant, D. M. (2010). How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly, 25(2), 177-193. doi:10.1016/j.ecresq.2009.10.003
  • Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 83(1), 55-75. doi:10.1002/(SICI)1098-237X(199901)83:1<55::AID-SCE3>3.0.CO;2-O
  • Finn, K., Johannsen, N., & Specker, B. (2002). Factors associated with physical activity in preschool children. The Journal of Pediatrics, 140(1), 81-85. doi:10.1067/mpd.2002.120693
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
  • Freeman, N. K. (2007). Preschoolers’ perceptions of gender appropriate toys and their parents’ beliefs about genderized behaviors: Miscommunication, mixed messages, or hidden truths?. Early Childhood Education Journal, 34(5), 357-366. doi:10.1007/s10643-006-0123-x
  • Gelman, S. A., & Kalish, C. W. (2006). Conceptual development. In D. Kuhn & R. Siegler (Eds.), William Damon, and Richard M. Lerner, Handbook of child psychology: Cognition, perception, and language (pp. 687-733). Hoboken, NJ, US: John Wiley & Sons Inc.
  • Goble, P., Martin, C. L., Hanish, L. D., & Fabes, R. A. (2012). Children’s gender-typed activity choices across preschool social contexts. Sex Roles, 67(7-8), 435-451. doi:10.1007/s11199-012-0176-9
  • Gold, Z. S., Elicker, J., Choi, J. Y., Anderson, T., & Brophy, S. P. (2015). Preschoolers' engineering play behaviors: Differences in gender and play context. Children, Youth and Environments, 25(3), 1-21. doi:10.7721/chilyoutenvi.25.3.0001
  • Gullo, D. F. (2005). Understanding Assessment and Evaluation in Early Childhood Education (2nd ed.). New York, N.Y.: Teachers College Press.
  • Halford, G., & Andrews G., C. W. (2006 Reasoning and problem solving. In D. Kuhn & R. Siegler (Eds.), William Damon, and Richard M. Lerner, Handbook of child psychology: Cognition, perception, and language (pp. 557-608). Hoboken, NJ, US: John Wiley & Sons Inc.
  • Hill. C., Corbett. C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women.
  • Hughes, F. (2003). Sensivity to the social and cultural contexts of the play of young children. In J. P. Isenberg & M. R. Jalongo (Eds.), Major trends and issues in early childhood education (2nd ed.) (pp. 126-135). New York: Teacher College Press.
  • The Institution of Engineering and Technology [IET], (2016, December 6). Parents, retailers and search engines urged to ‘re-think the pink’ next Christmas. Retrieved from http://www.theiet.org/policy/media/press-releases/20161206.cfm
  • Kelly, L. A., Reilly, J. J., Fisher, A., Montgomery, C., Williamson, A., McColl, J. H., ... & Grant, S. (2006). Effect of socioeconomic status on objectively measured physical activity. Archives of Disease in Childhood, 91(1), 35-38. doi:10.1136/adc.2005.080275
  • Kinzie, J. (2007). Women’s paths in science: A critical feminist analysis. New Directions for Institutional Research, 2007(133), 81–93. doi:10.1002/ir.206
  • Leibham, M. B., Alexander, J. M., & Johnson, K. E. (2013). Science interests in preschool boys and girls: Relations to later self‐concept and science achievement. Science Education, 97(4), 574-593. doi:10.1002/sce.21066
  • Lee, L. (2008). Understanding gender through Disney’s marriages: A study of young Korean immigrant girls. Early Childhood Education Journal, 36(1), 11-18. doi:10.1007/s10643-008-0260-5
  • Leslie S. J., Cimpian A., Meyer M., & Freeland E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science 347(6219), 262-265. doi:10.1126/science.1261375
  • Liss, M. B. (1981). Patterns of toy play: An analysis of sex differences. Sex Roles, 7(11), 1143-1150. doi:10.1007/BF00287590
  • LoBue, V., & DeLoache, J. S. (2011). Pretty in pink: The early development of gender‐stereotyped colour preferences. British Journal of Developmental Psychology, 29(3), 656-667. doi:10.1111/j.2044-835X.2011.02027.x
  • Lynn, R., & Mikk, J. (2008). Science: sex differences in attainment. The Journal of Social, Political, and Economic Studies, 33(1), 101-124. doi: 10.1016/j.paid.2011.06.003
  • MacPhee, D., Farro, S., & Canetto, S. S. (2013). Academic self-efficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analyses of Social Issues and Public Policy, 13(1), 347-369. doi:10.1111/asap.12033
  • Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children's motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378-394.
  • Mantzicopoulos, P., & Patrick, H. (2010). “The seesaw is a machine that goes up and down”: Young children's narrative responses to science-related informational text. Early Education and Development, 21(3), 412-444. doi:10.3389/fpsyg.2015.00171
  • Miller, C., Lurye, L., Zosuls, K., & Ruble, D. (2009). Accessibility of gender stereotype domains: Developmental and gender differences in children. Sex Roles, 60(11/12), 870-881.
  • Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high‐school students’ views about science. International Journal of Science Education, 28(4), 363-381. doi:10.1007/s11199-009-9584-x
  • Moomaw, S. (2013). Teaching STEM in the early years. St. Paul, MN: The Readleaf Press.
  • Murphy, P., & Elwood, J. (1998). Gendered experiences, choices and achievement-exploring the links. International Journal of Inclusive Education, 2(2), 95-118. doi:10.1080/1360311980020202
  • NAECY, (2009). Developmentally appropriate practices in early childhood education programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Academies Press.
  • National Academies (2007). Beyond bias and barriers: fulfilling the potential of women in academic science and engineering. Washington, DC: National Academic Press.
  • National Research Council. (2012). A framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • Nielsen, G., Pfister, G., & Andersen, L. B. (2011). Gender differences in the daily physical activities of Danish school children. European Physical Education Review, 17(1), 69-90. doi:10.1177/1356336X11402267
  • OECD (2018). Education at Glance 2018: OECD Indicators. OECD Publishing: Paris. doi: http://dx.doi.org./10.1787/eag-2018-en
  • Parke, R. D., & Buriel, R. (2008) Socialization in the family: Ethnic and ecological perspectives. In W. Damon, & R. M. Lerner (Eds), Handbook of child psychology: Social emotionaland personality development (pp. 429-505). New Jearsey, NJ: John Wiley & Sons.
  • Ruble, D. N., Martin, C., & Berenbaum, S. (2006). Gender development. In N. Eisenberg (Ed.), Handbook of child psychology: Social emotionaland personality development (pp. 858- 932). New York: Wiley.
  • Saçkes, M. (2014). Parents who want their PreK children to have science learning experiences are outliers. Early Childhood Research Quarterly, 29(2), 132-143. doi: 10.1016/j.ecresq.2013.11.005
  • Sadker, M., Sadker, D., & Klein, S. (1991). Chapter 7: The issue of gender in elementary and secondary education. Review of research in education, 17(1), 269-334.Sadker, M., & Sadker, D. (1994). Failing atfairness: How our schools cheat girls. New York: Touchstone.
  • Segal, M., Montie, J., & Iverson, T. J. (2000). Observing for individual differences in the social interaction styles of preschool children. In K. Gitlin-Weiner, A. Sandgrund, & C. Shaefer (Eds.), Play diagnosis and assessment, (2nd edition) (pp. 544-562). Hoboken, NJ: John Wiley & Sons Inc.
  • Serbin, L. A., Poulin-Dubois, D., Colburne, K. A., Sen, M. G., & Eichstedt, J. A. (2001). Gender stereotyping in infancy: Visual preferences for and knowledge of gender-stereotyped toys in the second year. International Journal of Behavioral Development, 25(1), 7-15. doi:10.1080/01650250042000078
  • Shapiro, C. A., & Sax, L. J. (2011). Major selection and persistence for women in STEM. New Directions for Institutional Research, 2011(152), 5-18. doi:10.1002/ir.404Sullivan, A. A. (2016). Breaking the STEM Stereotype: Investigating the Use of Robotics to Change Young Children's Gender Stereotypes About Technology and Engineering (Doctoral dissertation). Retrievded from Proquest. (10118647).
  • Timmons, B. W., Naylor, P. J., & Pfeiffer, K. A. (2007). Physical activity for preschool children—how much and how? Applied Physiology, Nutrition, and Metabolism, 32, 122-134. doi:10.1139/H07-112
  • Turkish Ministry of National Education (2013). Early childhood education curriculum. Ankara: Turkish Ministry of National Education.
  • Van Ausdale, D., & Feagin, J. R. (2007). Using racial and ethnic concepts: The critical case of very young children. American Sociological Review, 61(5), 779-793. doi: 0.2307/2096453
  • Weisgram, E. S., Fulcher, M., & Dinella, L. M. (2014). Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences. Journal of Applied Developmental Psychology, 35(5), 401-409. doi:10.1016/j.appdev.2014.06.004
  • Wertheim, M. (2006, October 3). Numbers are male, said Pythagoras, and the idea persists. The New York Times. Retrieved from http://www.nytimes.com
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mustafa Çetin 0000-0002-4461-5969

H. Özlen Demircan 0000-0002-3536-4643

Ezgi Şenyurt 0000-0001-7534-7509

Aysun Ata Aktürk 0000-0001-9433-5247

Yayımlanma Tarihi 24 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 18

Kaynak Göster

APA Çetin, M., Demircan, H. Ö., Şenyurt, E., Ata Aktürk, A. (2020). An Analysis of Young Children’s Preferences on STEM Activities in terms of Gender. Journal of Education and Future(18), 1-15. https://doi.org/10.30786/jef.650246
AMA Çetin M, Demircan HÖ, Şenyurt E, Ata Aktürk A. An Analysis of Young Children’s Preferences on STEM Activities in terms of Gender. JEF. Temmuz 2020;(18):1-15. doi:10.30786/jef.650246
Chicago Çetin, Mustafa, H. Özlen Demircan, Ezgi Şenyurt, ve Aysun Ata Aktürk. “An Analysis of Young Children’s Preferences on STEM Activities in Terms of Gender”. Journal of Education and Future, sy. 18 (Temmuz 2020): 1-15. https://doi.org/10.30786/jef.650246.
EndNote Çetin M, Demircan HÖ, Şenyurt E, Ata Aktürk A (01 Temmuz 2020) An Analysis of Young Children’s Preferences on STEM Activities in terms of Gender. Journal of Education and Future 18 1–15.
IEEE M. Çetin, H. Ö. Demircan, E. Şenyurt, ve A. Ata Aktürk, “An Analysis of Young Children’s Preferences on STEM Activities in terms of Gender”, JEF, sy. 18, ss. 1–15, Temmuz 2020, doi: 10.30786/jef.650246.
ISNAD Çetin, Mustafa vd. “An Analysis of Young Children’s Preferences on STEM Activities in Terms of Gender”. Journal of Education and Future 18 (Temmuz 2020), 1-15. https://doi.org/10.30786/jef.650246.
JAMA Çetin M, Demircan HÖ, Şenyurt E, Ata Aktürk A. An Analysis of Young Children’s Preferences on STEM Activities in terms of Gender. JEF. 2020;:1–15.
MLA Çetin, Mustafa vd. “An Analysis of Young Children’s Preferences on STEM Activities in Terms of Gender”. Journal of Education and Future, sy. 18, 2020, ss. 1-15, doi:10.30786/jef.650246.
Vancouver Çetin M, Demircan HÖ, Şenyurt E, Ata Aktürk A. An Analysis of Young Children’s Preferences on STEM Activities in terms of Gender. JEF. 2020(18):1-15.