Cognitive Style, Motivation and Learning in Inquiry-Based Early-Years Science Activities

Autor/inn/en	Kallery, Maria; Sofianidis, A.; Pationioti, P.; Tsialma, K.; Katsiana, X.
Titel	Cognitive Style, Motivation and Learning in Inquiry-Based Early-Years Science Activities
Quelle	In: International Journal of Early Years Education, 30 (2022) 4, S.906-924 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kallery, Maria) ORCID (Sofianidis, A.) ORCID (Tsialma, K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2052819
Schlagwörter	Cognitive Style; Learning Motivation; Learner Engagement; Inquiry; Active Learning; Science Instruction; Correlation; Outcomes of Education; Problem Solving; Science Experiments; Teaching Methods; Likert Scales; Kindergarten; Science Programs; Preschool Children; Learning Activities; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Motivation for studies; Lernmotivation; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Lernleistung; Schulerfolg; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernaktivität; Ausland; Griechenland
Abstract	Cognitive style differences, also known as 'empathizing' and 'systemizing' have been argued as one reason that may explain differences in children's motivation to learn science. Researchers claim that people with a 'systemizing' cognitive style are likelier to engage in science than those with an 'empathizing' cognitive style. As such, they propose tailor-made teaching approaches and themes to specifically motivate children with an 'empathizing' cognitive style. In the present study, we introduce structured inquiry-based science activities to children of both cognitive styles and explore whether there is a correlation between cognitive style and engagement, as well as cognitive style and learning outcomes. The main features of this specific learning approach include building knowledge through experiments and investigations, engaging children in problem-solving situations, giving them opportunities to form coherent arguments and test their own spontaneous ideas, draw conclusions, and reflect. The results revealed no statistically significant correlation between the children's cognitive style and their level of engagement or learning outcomes. The findings suggest that an inquiry-based approach with the above characteristics may be suitable for encouraging science learning and motivation in young children of all cognitive styles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01