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Preschool Children’s Science Motivation and Process Skills during Inquiry-Based STEM Activities

Yıl 2020, Cilt: 6 Sayı: 2, 92 - 104, 01.04.2020
https://doi.org/10.21891/jeseh.673901

Öz

STEM is an educational practice to integrate science, mathematics, engineering, and technology within the formal and informal context and it provides practical opportunities for the child to make sense of the world holistically. Moreover, the most important benefit of STEM activities for children, including engineering design, is to improve or support children's science and mathematics skills and social-emotional development. In this study, therefore, it was aimed to investigate children’s science motivation as well as their usage of scientific process skills during inquiry-based STEM activities including engineering designs. Fourteen 5/6-years-old children included in the study and classroom observations, pre and post interviews were conducted to collect rich data. The findings revealed that children frequently engaged in STEM activities by employing at least one of the science process skills and they used engineering thinking apart from the science process skills. Moreover, following inquiry-based STEM activities, children have recognized science as an area of activity, and there have been positive changes in their motivation towards science.

Destekleyen Kurum

Ahi Evran University Scientific Research Projects Coordination Unit.

Proje Numarası

EGT.A3.16.016

Kaynakça

  • Akgündüz, D. & Akpınar, B.C. (2018). Okul öncesi eğitiminde fen eğitimi temelinde gerçekleştirilen STEM uygulamaların öğrenci, öğretmen ve veli açısından değerlendirilmesi. Yaşadıkça Eğitim, 1, 1-26
  • Alabay, E. & Özdoğan, İ.M. (2018). Okul öncesi çocuklara dış alanda uygulanan sorgulama tabanlı bilim etkinliklerinin bilimsel süreç becerilerine etkisinin incelenmesi. Trakya Eğitim Dergisi, 8(3), 481-496.
  • Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.
  • Ajzen, I. (1991). The theory of planned behaviour, Organization Behaviour and Human Decision Process, 50, 179-211.
  • Bagiati, A. & Evangelou, D. (2009). An examination of web-based P-12 engineering curricula: Issues of pedagogical and engineering content fidelity. Proceedings of the Research in Engineering Education Symposium 2009, Palm Cove, QLD.
  • Bredekamp, S. ve Copple, C. (2006). Developmentally appropriate practice in early childhood programs. Washington DC: National Association for the Education of Young Children.
  • Caski, A., Gorsky, P., Nitzani-Hendel, P., Zacharia, Z., Rosenfold, S., Berman, S., & Shildhouse, B. (2019). Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines. Science Education, 103(5), 1176-1205.
  • Charlesworth, R. & Lind, K. K. (2010). Math and science for young children. Clifton Park, NY: Cengage Learning.
  • Clements, D.H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36(3), 79-90.
  • Colakoglu, M.H. (2016). STEM applications in Turkish science high schools. Journal of Education in Science, Environment and Health (JESEH), 2(2), 176-187.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Çeliker, H.D., Tokcan, A. & Korkubilmez, S. (2015). Fen öğrenmeye yönelik motivasyon yaratıclığı etkiler mi? Mustafa Kemal University Journal of Social Sciences Institute, 12(30), 167-192.
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B, 2(1), 63–79.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.
  • Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education and Technology, 14(3), 315‐336.
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97.
  • French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149.
  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching. Review of Educational Research, 82(3), 300–329.
  • Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150-158.
  • Gelman, R., Brenneman, K., Macdonald, G., & Román, M. (2009). Preschool pathways to science (PrePS): Facilitating scientific ways of knowing, thinking, talking, and doing. Baltimore, MD: Brookes Publishing.
  • Günşen, G., Fazlıoğlu, Y. & Bayır, E. (2017). Okul öncesi dönemde STEM yaklaşımına dayalı uygulama örneği ve uygulamanın 5 yaş çocukları üzerine etkileri: “Haydi içme suyumuzu yapıyoruz”. IVth International Eurasian Educational Research Congress. Denizli. Turkey.
  • Jirout, J. & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle & M. Saçkes (Eds). Research in Early Childhood Science Education. (pp. 143-165) Netherlands: Springer.
  • Katehi, L., Pearson, G. & Feder, M. (2009a). Engineering in K-12 education. Understanding the status and improving the prospects. Washington D.C: The National Academies Press.
  • Katehi, L., Pearson, G. & Feder, M. (2009b). K-12 engineering education has significant implications for the future of STEM education. The Bridge, 39(3), 5-10.
  • Katz, L.G. (2010). STEM in early years. Early Childhood Research & Practices, 12(2). Retrieved from http://ecrp.uiuc.edu/beyond/seed/katz.html.
  • Kazakoff, E., Sullivan, A. & Bers, M.U. (2013). The Effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.
  • King, D., & English, L. D. (2016). Engineering design in the primary school: applying stem concepts to build an optical instrument. International Journal of Science Education, 38(18), 2762–2794.
  • Kuru, N. & Akman, B. (2017). Okul öncesi dönem çocuklarının bilimsel süreç becerilerinin öğretmen ve çocuk değişkenleri açısından incelenmesi. Eğitim ve Bilim, 42(190), 269-279.
  • Lai, C. (2018). Using inquiry-based strategies for enhancing students’ STEM education learning. Journal of Education in Science, Environment and Health (JESEH), 4(1), 110-117.
  • Lantz, H. B. (2009). Science, technology, engineering and mathematics (STEM) education: What form? What function? What is STEM education? Retrieved from http://www.currtechintegrations. com/pdf/STEMEducationArticle.pdf
  • Lippard, C.N., Lamm, M.H. & Riley, K.L. (2017). Engineering thinking in prekindergarten children: A systematic literature review. Journal of Engineering Education, 106(3), 454-474.
  • Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press.
  • Mantizicopolus, P., Patrick, H., & Samarapanguvan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378-394.
  • Marcus, M., Haden, C.A. & Uttal, D.H. (2017). STEM Learning and transfer in a children’s museum and beyond. Merrill-Palmer Quarterly, 63(2),155-180.
  • Marcus, M., Haden, C.A. & Uttal, D.H. (2018). Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences. Journal of Experimental Child Psychology, 175, 80-95.
  • Means, B., Wang, H., Wei, X., Lynch, S., Peters, V., Young, V., & Allen, C. (2017). Expanding STEM opportunities through inclusive STEM-focused high schools. Science Education, 101(5), 681-715.
  • Ministry of National Education (2013). Early Childhood Education Curriculum, Ankara.
  • Moustakas, C. (1994). Phenomenological research methods. Methods. Thousand Oaks, CA: Sage.
  • Nguyen, T., Watts, T.W., Duncan, G.J., Clements, D.H., Sarama, J.S. Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36(3), 550-560.
  • 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(3), 399–421.
  • Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.
  • Patrick, H., Mantizicopolus, P., Samarapanguvan, A. & French, B.F. (2008). Patterns of young children’s motivation for science and teacher-child relationship. The Journal of Experimental Education, 76(2), 121-144.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods. 3rd. CA: Sage Publications; Thousand Oaks.
  • Purpura, D. J., Logan, J. A. R., Hassinger-Das, B., & Napoli, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53(9), 1633-1642.
  • Rozsahegyi, T. (2019). Observations. In M. Lambert (Eds). Practical research methods in education. An early researchers’ critical guide (pp. 23-35). New York: Routledge.
  • Saçkes, M. (2013) Children's competencies in process skills in kindergarten and their impact on academic achievement in third grade. Early Education & Development, 24:5, 704-720.
  • Samarapungavan, A., Patrick, H. & Mantzicopoulos, P. (2011). What kindergarten students learn in inquiry-based science classrooms? Cognition and Instruction, 29:4, 416-470.
  • Sarama, J., Clements, D., Nielsen, N., Blanton, M., Romance, N., Hoover, M., Staudt, C., Baroody, A., McWayne, C., & McCulloch, C., (2018). Considerations for STEM education from PreK through grade 3. Waltham, MA: Education Development Center, Inc. Retrieved from http://cadrek12.org/resources/considerationsstem-education-prek-through-grade-3.
  • Sass, T.R. (2015). Understanding the STEM pipeline. Washington D.C: American Institutes for Research.
  • Schulz, L.E., & Bonawitz, E.B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045-1050.
  • Schunn, C.D. (2009). How kids learn engineering: The cognitive science. The Bridge, 39(3), 32-37.
  • Sheridan, S., Williams, P. & Samuelsson, I.P. (2014). Group size and organizational conditions for children’s learning in preschool: a teacher perspective, Educational Research, 56(4)379-397.
  • Soylu, Ş. (2016). STEM education in early childhood in Turkey. Journal of Educational and Instructional Studies in the World, 6(1), 38-47
  • Sullivan, A. & Bers, M.U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3-20.
  • Tippett, C.D. & Milford,T.M. (2017). Findings from a pre-kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15(1), 67-86.
  • Uğraş, M. (2017). Okul öncesi öğretmenlerinin STEM uygulamalarına yönelik görüşleri. Journal of New Trends in Educational Science, 1, 39-54.
  • Wang, X. (2013). Why students choose STEM majors: Motivating, high school learning, and post-secondary context of support. American Educational Research Journal, 50(5), 1081-1121.
  • Watts, T.W., Duncan, G.J., Clements, D.H., & Sarama, J. (2018). What is the long run impact of learning mathematics during preschool? Child Development, 89(2), 539-555.
  • Wendell, K.B., & Lee, H.-S. (2010). Elementary students’ learning of materials science practices through instruction based on engineering design tasks. Journal of Science Education and Technology, 19(6), 580–601.
  • Wigfield, A., Eccles, J.S. & Rodriguez, D. (1998). The Development of Children's Motivation in School Contexts. Review of Research in Education, 23, 73-118.
  • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon & R. M. Lerner (Eds in chief) and N. Eisenberg (volume Ed.). Handbook of child psychology. Volume 3: Social, emotional, and personality development (6th ed.; pp. 933–1002). Hoboken: Wiley.
Yıl 2020, Cilt: 6 Sayı: 2, 92 - 104, 01.04.2020
https://doi.org/10.21891/jeseh.673901

Öz

Proje Numarası

EGT.A3.16.016

Kaynakça

  • Akgündüz, D. & Akpınar, B.C. (2018). Okul öncesi eğitiminde fen eğitimi temelinde gerçekleştirilen STEM uygulamaların öğrenci, öğretmen ve veli açısından değerlendirilmesi. Yaşadıkça Eğitim, 1, 1-26
  • Alabay, E. & Özdoğan, İ.M. (2018). Okul öncesi çocuklara dış alanda uygulanan sorgulama tabanlı bilim etkinliklerinin bilimsel süreç becerilerine etkisinin incelenmesi. Trakya Eğitim Dergisi, 8(3), 481-496.
  • Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.
  • Ajzen, I. (1991). The theory of planned behaviour, Organization Behaviour and Human Decision Process, 50, 179-211.
  • Bagiati, A. & Evangelou, D. (2009). An examination of web-based P-12 engineering curricula: Issues of pedagogical and engineering content fidelity. Proceedings of the Research in Engineering Education Symposium 2009, Palm Cove, QLD.
  • Bredekamp, S. ve Copple, C. (2006). Developmentally appropriate practice in early childhood programs. Washington DC: National Association for the Education of Young Children.
  • Caski, A., Gorsky, P., Nitzani-Hendel, P., Zacharia, Z., Rosenfold, S., Berman, S., & Shildhouse, B. (2019). Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines. Science Education, 103(5), 1176-1205.
  • Charlesworth, R. & Lind, K. K. (2010). Math and science for young children. Clifton Park, NY: Cengage Learning.
  • Clements, D.H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36(3), 79-90.
  • Colakoglu, M.H. (2016). STEM applications in Turkish science high schools. Journal of Education in Science, Environment and Health (JESEH), 2(2), 176-187.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Çeliker, H.D., Tokcan, A. & Korkubilmez, S. (2015). Fen öğrenmeye yönelik motivasyon yaratıclığı etkiler mi? Mustafa Kemal University Journal of Social Sciences Institute, 12(30), 167-192.
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B, 2(1), 63–79.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.
  • Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education and Technology, 14(3), 315‐336.
  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87-97.
  • French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149.
  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching. Review of Educational Research, 82(3), 300–329.
  • Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150-158.
  • Gelman, R., Brenneman, K., Macdonald, G., & Román, M. (2009). Preschool pathways to science (PrePS): Facilitating scientific ways of knowing, thinking, talking, and doing. Baltimore, MD: Brookes Publishing.
  • Günşen, G., Fazlıoğlu, Y. & Bayır, E. (2017). Okul öncesi dönemde STEM yaklaşımına dayalı uygulama örneği ve uygulamanın 5 yaş çocukları üzerine etkileri: “Haydi içme suyumuzu yapıyoruz”. IVth International Eurasian Educational Research Congress. Denizli. Turkey.
  • Jirout, J. & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle & M. Saçkes (Eds). Research in Early Childhood Science Education. (pp. 143-165) Netherlands: Springer.
  • Katehi, L., Pearson, G. & Feder, M. (2009a). Engineering in K-12 education. Understanding the status and improving the prospects. Washington D.C: The National Academies Press.
  • Katehi, L., Pearson, G. & Feder, M. (2009b). K-12 engineering education has significant implications for the future of STEM education. The Bridge, 39(3), 5-10.
  • Katz, L.G. (2010). STEM in early years. Early Childhood Research & Practices, 12(2). Retrieved from http://ecrp.uiuc.edu/beyond/seed/katz.html.
  • Kazakoff, E., Sullivan, A. & Bers, M.U. (2013). The Effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.
  • King, D., & English, L. D. (2016). Engineering design in the primary school: applying stem concepts to build an optical instrument. International Journal of Science Education, 38(18), 2762–2794.
  • Kuru, N. & Akman, B. (2017). Okul öncesi dönem çocuklarının bilimsel süreç becerilerinin öğretmen ve çocuk değişkenleri açısından incelenmesi. Eğitim ve Bilim, 42(190), 269-279.
  • Lai, C. (2018). Using inquiry-based strategies for enhancing students’ STEM education learning. Journal of Education in Science, Environment and Health (JESEH), 4(1), 110-117.
  • Lantz, H. B. (2009). Science, technology, engineering and mathematics (STEM) education: What form? What function? What is STEM education? Retrieved from http://www.currtechintegrations. com/pdf/STEMEducationArticle.pdf
  • Lippard, C.N., Lamm, M.H. & Riley, K.L. (2017). Engineering thinking in prekindergarten children: A systematic literature review. Journal of Engineering Education, 106(3), 454-474.
  • Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press.
  • Mantizicopolus, P., Patrick, H., & Samarapanguvan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378-394.
  • Marcus, M., Haden, C.A. & Uttal, D.H. (2017). STEM Learning and transfer in a children’s museum and beyond. Merrill-Palmer Quarterly, 63(2),155-180.
  • Marcus, M., Haden, C.A. & Uttal, D.H. (2018). Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences. Journal of Experimental Child Psychology, 175, 80-95.
  • Means, B., Wang, H., Wei, X., Lynch, S., Peters, V., Young, V., & Allen, C. (2017). Expanding STEM opportunities through inclusive STEM-focused high schools. Science Education, 101(5), 681-715.
  • Ministry of National Education (2013). Early Childhood Education Curriculum, Ankara.
  • Moustakas, C. (1994). Phenomenological research methods. Methods. Thousand Oaks, CA: Sage.
  • Nguyen, T., Watts, T.W., Duncan, G.J., Clements, D.H., Sarama, J.S. Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36(3), 550-560.
  • 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(3), 399–421.
  • Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.
  • Patrick, H., Mantizicopolus, P., Samarapanguvan, A. & French, B.F. (2008). Patterns of young children’s motivation for science and teacher-child relationship. The Journal of Experimental Education, 76(2), 121-144.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods. 3rd. CA: Sage Publications; Thousand Oaks.
  • Purpura, D. J., Logan, J. A. R., Hassinger-Das, B., & Napoli, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53(9), 1633-1642.
  • Rozsahegyi, T. (2019). Observations. In M. Lambert (Eds). Practical research methods in education. An early researchers’ critical guide (pp. 23-35). New York: Routledge.
  • Saçkes, M. (2013) Children's competencies in process skills in kindergarten and their impact on academic achievement in third grade. Early Education & Development, 24:5, 704-720.
  • Samarapungavan, A., Patrick, H. & Mantzicopoulos, P. (2011). What kindergarten students learn in inquiry-based science classrooms? Cognition and Instruction, 29:4, 416-470.
  • Sarama, J., Clements, D., Nielsen, N., Blanton, M., Romance, N., Hoover, M., Staudt, C., Baroody, A., McWayne, C., & McCulloch, C., (2018). Considerations for STEM education from PreK through grade 3. Waltham, MA: Education Development Center, Inc. Retrieved from http://cadrek12.org/resources/considerationsstem-education-prek-through-grade-3.
  • Sass, T.R. (2015). Understanding the STEM pipeline. Washington D.C: American Institutes for Research.
  • Schulz, L.E., & Bonawitz, E.B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045-1050.
  • Schunn, C.D. (2009). How kids learn engineering: The cognitive science. The Bridge, 39(3), 32-37.
  • Sheridan, S., Williams, P. & Samuelsson, I.P. (2014). Group size and organizational conditions for children’s learning in preschool: a teacher perspective, Educational Research, 56(4)379-397.
  • Soylu, Ş. (2016). STEM education in early childhood in Turkey. Journal of Educational and Instructional Studies in the World, 6(1), 38-47
  • Sullivan, A. & Bers, M.U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3-20.
  • Tippett, C.D. & Milford,T.M. (2017). Findings from a pre-kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15(1), 67-86.
  • Uğraş, M. (2017). Okul öncesi öğretmenlerinin STEM uygulamalarına yönelik görüşleri. Journal of New Trends in Educational Science, 1, 39-54.
  • Wang, X. (2013). Why students choose STEM majors: Motivating, high school learning, and post-secondary context of support. American Educational Research Journal, 50(5), 1081-1121.
  • Watts, T.W., Duncan, G.J., Clements, D.H., & Sarama, J. (2018). What is the long run impact of learning mathematics during preschool? Child Development, 89(2), 539-555.
  • Wendell, K.B., & Lee, H.-S. (2010). Elementary students’ learning of materials science practices through instruction based on engineering design tasks. Journal of Science Education and Technology, 19(6), 580–601.
  • Wigfield, A., Eccles, J.S. & Rodriguez, D. (1998). The Development of Children's Motivation in School Contexts. Review of Research in Education, 23, 73-118.
  • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon & R. M. Lerner (Eds in chief) and N. Eisenberg (volume Ed.). Handbook of child psychology. Volume 3: Social, emotional, and personality development (6th ed.; pp. 933–1002). Hoboken: Wiley.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Articles
Yazarlar

Hasan Dilek 0000-0003-4590-0769

Adem Taşdemir 0000-0003-3027-3256

Ahmet Sami Konca 0000-0002-6423-6608

Serdal Baltacı 0000-0002-8652-4467

Proje Numarası EGT.A3.16.016
Yayımlanma Tarihi 1 Nisan 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 6 Sayı: 2

Kaynak Göster

APA Dilek, H., Taşdemir, A., Konca, A. S., Baltacı, S. (2020). Preschool Children’s Science Motivation and Process Skills during Inquiry-Based STEM Activities. Journal of Education in Science Environment and Health, 6(2), 92-104. https://doi.org/10.21891/jeseh.673901