Motivation for Learning Science in Kindergarten: Is There a Gender Gap and Does Integrated Inquiry and Literacy Instruction Make a Difference

Autor/inn/en	Patrick, Helen; Mantzicopoulos, Panayota; Samarapungayan, Ala
Titel	Motivation for Learning Science in Kindergarten: Is There a Gender Gap and Does Integrated Inquiry and Literacy Instruction Make a Difference
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 2, S.166-191 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20276
Schlagwörter	Low Income; Females; Student Interests; Student Motivation; Kindergarten; Scientific Literacy; Classrooms; Gender Differences; Low Income Groups; Science Education; Science Instruction; Inquiry; Student Participation; Student Attitudes; Interviews + Suchen Sie Ihr Suchwort? Niedriglohn; Weibliches Geschlecht; Studieninteresse; Schulische Motivation; Classroom; Klassenraum; Geschlechterkonflikt; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	We investigated whether kindergarten girls' and boys' (N = 162) motivation for science (perceived competence and liking) differed. Children were ethnically and linguistically diverse, primarily from low-income families, and attended one of three schools. One school offered a typical kindergarten science experience. Kindergarteners in the other two schools participated in the Scientific Literacy Project (SLP)--a program based on a conceptually coherent sequence of integrated science inquiry and literacy activities. SLP lasted either 5 or 10 weeks. Regardless of sex, both groups of SLP children had greater motivation for science than children who had only the regular science experience. Moreover, children receiving 10 weeks of SLP reported greater science competence than those who received 5 weeks. Boys in regular classrooms reported liking science more than did girls, however there was no sex difference for SLP children. These results are supported by interview data accessing children's ideas about science. The findings suggest that early meaningful participation in science is likely to promote girls' and boys' motivation for science. (Contains 3 tables, 2 figures, and 1 note.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10