Uncovering young children's motivational beliefs about learning science

Oppermann, Elisa; Brunner, Martin; Eccles, Jacquelynne S.; Anders, Yvonne

doi:10.1002/tea.21424

Cited by 44 publications

(43 citation statements)

References 78 publications

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“…Regardless of the predictive power of cost on educational outcomes, to our knowledge, no previous study has examined the cost component of elementary students’ science learning. Moreover, no study has examined the possible gendered patterns in science motivation at such an early age (for an exception, see Oppermann et al, 2018). It is crucial to examine these aspects of science motivation in early education in order to understand why students, especially girls, are opting out of science education and careers.…”

Section: Introductionmentioning

confidence: 99%

The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade

et al. 2019

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According to modern expectancy-value theory, students’ motivation in school subjects begins to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students’ value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), self-concept of ability, and future occupational aspirations based on first graders and 1-year follow-up from seven schools in Helsinki ( N = 332; ages = 7 and 8 years; girls = 51%). Results showed that the students who had a high science-related self-concept of ability and intrinsic value tended to perceive low cost of science learning. Science-related self-concept of ability was the most stable construct, while in intrinsic value and cost, there were significant levels of fluctuation across the first and second grades. A high science-related self-concept of ability in the first grade predicted a lower cost value in the second grade, and a high science-related intrinsic value was a marginally significant predictor of future occupational aspirations in science, technology, engineering, and mathematics (STEM). Mean-level differences revealed that the girls’ science-related self-concept of ability, intrinsic value, and cost remained the same in both grades, while the boys’ self-concept of ability decreased. The girls’ mean levels in science-related intrinsic value were higher than those of the boys, while students’ self-concept of ability and cost were similar across gender in both grades. A cross-lagged panel model revealed that the girls reported more STEM occupational aspirations than the boys in the second grade, while controlling for the motivational beliefs. In summary, the results indicate that a high-level of science interest in young students predicts STEM occupational aspirations; high girls’ intrinsic value in early science education does not steer them away from STEM occupations; boys’ task motivation might be at greater risk of decline during early science education.

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Section: Introductionmentioning

confidence: 99%

The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade

et al. 2019

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“…Research by Oppermann, Brunner, Eccles, and Anders (2018), focused on motivational beliefs, shows potential for the Young Children ' s Science Motivation scale . The authors note that “science” as a concept might not be suitable for preliterate children.…”

Section: Review Of Tools To Measure Attitude Toward Science In the Eamentioning

confidence: 99%

Attitude toward informal science in the early years and development of Leisure Time in Science (LeTiS), a pictographic scale

Paños

Ruiz-Gallardo

2020

J Res Sci Teach

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Attitude toward science has been recognized as highly influential in students' engagement with science and future career choices. Science is important in our everyday lives as well, in a society demanding more scientific vocations and higher levels of scientific literacy. There is little research on how attitudes develop and evolve at early ages, which may be due to a lack of appropriate measurement tools. The objective of this study is to design and validate a tool to measure attitude toward informal science in 5 to 6‐year‐old children, who are not yet familiarized with “formal science.” Rather, these children are constantly interacting and learning about their surrounding world. These early experiences are important for future science engagement. The Leisure Time in Science (LeTiS) scale consists of eight pictures representing science learning activities in informal environments. Children's intentions of performing the activities shown in the LeTiS pictures are measured by comparing them with other leisure nonscientific activities. We also analyze parents' views on their children's leisure interests for comparison. The relationship among attitudes, intentions, and interests is also analyzed as part of this study involving 387 children and 188 parents. LeTiS is a pictographic scale, which is easy to interpret, with reliable psychometric properties, Oω = .88, and a unidimensional factorial structure. The results show that participants, aged 5–6, have a very positive attitude, with no gender‐based differences. Nevertheless, their intentions to perform the activities are less promising, as nonscientific activities are consistently the first choice. Although parents' views report considerable science interest in their children, there is a low correlation with attitudes and intentions. The findings may offer clues on the relationship between children's attitudes toward science and their actual behavior. The study may also contribute to planning science curriculum in the early educational years.

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“…They also claim that much of what people know about the world comes from experiences outside of school. A recent study (Oppermann, Brunner, Eccles, & Anders, 2018) focused on uncovering young children's motivational beliefs about learning science. Specifically, their results show that older children are more self-confident with science, arguing that perhaps it is because they had greater experience with science that they have greater motivational beliefs.…”

Section: Eurasia J Math Sci and Tech Edmentioning

confidence: 99%

Recreational Experiences for Teaching Basic Scientific Concepts in Primary Education: The Case of Density and Pressure

Martínez‐Borreguero

Naranjo-Correa

Núñez

et al. 2018

EURASIA J MATH SCI T

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Recreational science experiences were used as a teaching tool in the learning process of two basic concepts at primary school level: pressure and density. These kinds of resources are widely spread as hook methodologies in non-formal educative areas, but this work puts them into the formal school space. A comparative study in four primary students groups was carried out, involving up to 82 students of 10-11 years old. Control groups were submitted to the traditional oral-based classroom whereas the experimental groups underwent a novel teaching methodology totally based on recreational science experiences. The results showed that although the immediate knowledge acquisition is similar in both cases, the use of recreational science inside classroom enhances the remembrance of the learning experience and probably links positive emotions to science education.

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Uncovering young children's motivational beliefs about learning science

Abstract: Young children, ages 5-6 years, develop

Cited by 44 publications

References 78 publications

The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade

The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade

Attitude toward informal science in the early years and development of Leisure Time in Science (LeTiS), a pictographic scale

Recreational Experiences for Teaching Basic Scientific Concepts in Primary Education: The Case of Density and Pressure

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