Preschool teachers’ self-efficacy and children’s motivation on science
DOI:
https://doi.org/10.31949/ijeir.v3i2.9515Abstract
This study focuses on two critical factors in science education: Teachers' self-efficacy beliefs and children's motivation. The purpose is to examine the relationship between preschool teachers' self-efficacy beliefs towards science education and children's science motivation, while also exploring potential variations based on specific variables. The sample for this quantitative research included 298 children aged between 60 and 72 months (149 girls, 149 boys) and their 149 teachers. The participant children are randomly selected from each teacher's class, with an equal representation of girls and boys. Data were collected using the Self-Efficacy Scale for Preschool Science Education, the Science Motivation Scale for Preschool Children, and a Personal Information Form. According to the results of the analysis, there is a positive correlation between preschool teachers' self-efficacy beliefs in science education and their professional experience and educational qualifications. Furthermore, the study revealed that children's science motivation was not affected by their age and gender. Moreover, there was a positive relationship between the frequency of hands-on science activities and both teachers' self-efficacy beliefs and children's science motivation. Above all, a significant positive relationship was found between children's science motivation and teachers' self-efficacy perceptions towards science. In conclusion, this study suggests that more time should be allocated to science activities in preschool education and that programs that support the development of preschool teachers' self-efficacy in science should be included. In this way, teachers' confidence and competence in teaching science can be increased and positive effects can be created on children's interest and motivation in science from an early age.
Keywords:
Early childhood, science education, preschool teacher, self-efficacy belief, science motivationDownloads
References
Alexander, J. M., Johnson, K. E., & Kelley, K. (2012). Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96(5), 763-786, https://doi.org/10.1002/sce.21018.
Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582. https://doi.org/10.1002/tea.20353.
Authors (2021). European Journal of Educational Research.
Baezat, S., Aflakifard, H., & Shahidi, N. (2014). On the relationship between knowledge management and teachers’ self-efficacy (Case study: Shiraz Pre-school centers). International Research Journal of Applied and Basic Sciences, 8(10), 1776-1781.
Bay, D. N. (2020). Investigation of the relationship between self-efficacy beliefs and classroom management skills of pre-school teachers. International Electronic Journal of Elementary Education, 12(4), 335-348.
Buldur, A., & Alisinanoğlu, F. (2020). Okul öncesinde fen eğitimine yönelik öz-yeterlik inancı ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 28(1), 512-520. https://doi.org/10.24106/kefdergi.3704
Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science (Revue Canadienne Des Sciences Du Comportement), 47(2), 175-183.
Büyüköztürk, Ş. (2020). Sosyal Bilimler için Veri Analizi El Kitabı (27. Baskı). Ankara: Pegem Akademi.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde Bilimsel Araştırma Yöntemleri (28. baskı). Ankara: Pegem Akademi.
Cho, H. S., Kim, J., & Choi, D. H. (2003). Early childhood teachers’attitudes toward science teaching: A scale validation study. Educational Research Quarterly, 27(2), 33-42.
Daniels, D. H., & Meece, J. (2007). Child and adolescent development for educators. New York: McGraw-Hill Education.
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 (JESEH), 6(2), 92-104. https://doi.org/10.21891/jeseh.673901.
Doğan, Ö. F., & Ünüsan, N. (2015). Okulöncesi eğitimde fen ve doğa etkinlikleri saatinde öğretmenlerin, deney yöntemine yer verme durumlarının farklı değişkenlere göre incelenmesi. Uluslararası Eğitim Bilimleri Dergisi, 2(5), 208-224.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153.
Elmas, H., & Kanmaz, A. (2015). Okul öncesi eğitim öğretmenlerinin fen eğitimine ilişkin görüşlerinin belirlenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 35-45.
Erden, F. T., & Sönmez, S. (2011). Study of turkish preschool teachers’ attitudes toward science teaching. International Journal of Science Education, 33(8), 1149-1168. https://doi.org/10.1080/09500693.2010.511295.
Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education and Technology, 14(3), 315-336. https://doi.org/10.1007/s10956-005-7198-9.
Gerde, H. K., Pierce, S. J., Lee, K., & Van Egeren, L. A. (2018). Early childhood educators’ self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, 29(1), 70-90. https://doi.org/10.1080/10409289.2017.1360127
Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961-968.
Haatainen, O., Turkka, J., & Aksela, M. (2021). Science teachers’ perceptions and self-efficacy beliefs related to integrated science education. Education Sciences, 11(6), [272]. https://doi.org/10.3390/educsci11060272
Józsa, K., & Barrett, K. C. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal study. Early Childhood Research Quarterly, 45, 81-92. https://doi.org/10.1016/j.ecresq.2018.05.007
Kesgin, E. (2006). Okul öncesi eğitim öğretmenlerinin öz-yeterlilik düzeyleri ile problem çözme yaklaşımlarını kullanma düzeyleri arasındaki ilişkinin incelenmesi (Denizli ili örneği) (Yüksek lisans tezi). Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü, Denizli.
Kırkıç, K. A. Çetinkaya, F. (2020). The relationship between preschool teachers’ self-efficacy beliefs and their teaching attitudes. International Jornal of Evaluation and Research in Education (IJERE), 9(4), 807-815. https://doi.org/10.11591/ijere.v9i4.20670.
Kim, Y. H. Kim, Y. E. (2010). Korean early childhood educators’ multi-dimensional teacher self-efficacy and ECE center climate and depression severity in teachers as contributing factors. Teaching and Teacher Education, 26(5), 1117-1123.
Koç, F., & Sak, R. (2017). Okul öncesi öğretmenlerinin okul öncesi eğitim programındaki etkinliklere yönelik öz-yeterlik inançlarının incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 43-71.
Lazarides, R., & Watt, H. M. G. (2015). Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Contemporary Educational Psychology, 41, 51-61. https://doi.org/10.1016/j. cedpsych.2014.11.005.
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. https://doi.org/10.1002/sce.21066
Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J., & Kothari, B. (2021). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal, 1-11. https://doi.org/10.1007/s10643-021-01182-5.
Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378-394. https://doi.org/10.1016/j.ecresq.2008.04.001.
Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science literacy in school and home contexts: Kindergarteners’ science achievement and motivation. Cognition and Instruction, 31(1), 62-119. https://doi.org/10.1080/07370008.2012.742087.
Mantzicopoulos, P., Samarapungavan, A., & Patrick, H. (2009). “We learn how to predict and be a scientist”: Early science experiences and kindergarten children’s social meanings about science. Cognition and Instruction, 27(4), 312-369. https://doi.org/10.1080/07370000903221726
Meece, J. L., & Daniels, D. H. (2007). Child and adolescent development for educators. New York, NY: McGraw-Hill.
OECD. (2017). Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care. Paris: OECD Publishing. https://doi.org/10.1787/9789264276116-en.
Oppermann, E., Brunner, M. Y., & Anders, Y. (2019). The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation. Learning and Individual Differences, 70, 86-99. https://doi.org/10.1016/j.lindif.2019.01.006.
Oppermann, E., Brunner, M., Eccles, J. S., & Anders, Y. (2018). Uncovering young children’s motivational beliefs about learning science. Journal of Research in Science Teaching, 55, 399-421. https://doi.org/10.1002/tea.21424.
Oppermann, E., Hummel, T., & Anders, Y. (2021). Preschool teachers’ science practices: Associations with teachers’ qualifications and their self-efficacy beliefs in science. Early Child Development and Care, 191(5), 800-814. https://doi.org/10.1080/03004430.2019.1647191.
Orkunoğlu, Y. M. (2016). Okul öncesi öğretmenlerinin fen öğretimine yönelik tutumları ile öz yeterlilik düzeyleri arasındaki ilişkinin incelenmesi (İstanbul İli Ataşehir İlçesi Örneği) (Yayımlanmamış Yüksek Lisans Tezi). Yeditepe Üniversitesi, İstanbul.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199
Parlakyıldız, B., & Aydın, F. (2011). Okulöncesinde fen eğitimine yönelik bir yaklaşım: Laboratuvarımız mutfak. 2nd International Conference on New Trends in Education and Their Implications, 381-389. Ankara; Siyasal Kitabevi.
Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166-191. https://doi.org/10.1002/tea.20276.
Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of young children’s motivation for science and teacher-child relationships. The Journal of Experimental Education, 76(2), 121-144. https://doi.org/10.3200/JEXE.76.2.121-144
Semerci, D. Uyanık Balat, G. (2018). Okul öncesi öğretmenlerinin sınıf yönetimi becerileri ve öz-yeterlik inancı algıları arasındaki ilişkinin incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 494-519.
Skaalvik, E.M. Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading in_teractions on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318-337. https://doi.org/10.1016/S0885- 2006(02)00167-9.
Stipek, D. (2011). Classroom practices and children's motivation to learn. In E. Zigler, W. S. Gilliam, & W. S. Barnett (Eds.), The pre-K debates: Current controversies and issues (pp. 98-103). Paul H Brookes Publishing.
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child Development, 66(1), 209-223. https://doi.org/10.1111/j.1467-8624.1995.tb00866.x.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (Sixth Edition). USA: Pearson Education Limited.
Tao, Y., Oliver, M., & Venville, G. (2012). Long-term outcomes of early childhood science education: Insights from a cross-national comparative case study on conceptual understanding of science. International Journal of Science and Mathematics Education, 10(6), 1269-1302. https://doi.org/10.1007/s10763-012-9335-2.
Tuncer, M., Şimşek, M., Dikmen, M., Akmençe, A. E., & Bahadır, F. (2019). Determination of preschool teachers’ self-efficacy beliefs for science activities in preschool curriculum. The Journal of Educational Reflections, 3(1), 28-41.
Uğraş, H., Uğraş, M., & Çil, E. (2013). Okulöncesi öğretmenlerinin fen eğitimine karşı tutumlarının ve fen etkinliklerine ilişkin yeterliliklerinin incelenmesi. Bitlis Eren Üniversitesi Fen Bilimleri Dergisi, 2(1), 44-50.
Ültay, N., Ültay, E., & Yılmazer, H. (2019). Okulöncesi öğretmenlerinin fen öğretimine yönelik tutumları ile özyeterlik inançları arasındaki ilişkinin çeşitli değişkenler açısından belirlenmesi. 14. Ulusal Okul Öncesi Öğretmenliği Öğrenci Kongresi: Çocuğun Ekolojik Dünyası Özet Kitapçığı, Maltepe Üniversitesi.
Valeski, T. N., & Stipek, D. J. (2001). Young children's feelings about school. Child Development, 72(4), 1198-1213. https://doi.org/10.1111/1467-8624.00342.
Walan, S., & Chang Rundgren, S. N. (2014). Investigating preschool and primary school teachers self-efficacy and needs in teaching science: A pilot study. CEPS Journal, 4(1), 51-67. https://doi.org/10.25656/01:8879
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3- year study. Journal of Educational Psychology, 89(3), 451-469. https://doi.org/10.1037/0022-0663.89.3.451
Yılmaz, M. M. (2021). Okul öncesi dönem bilim eğitimi: Öğretmenlerin bilime özgü pedagojik alan bilgileri ve etkileri (Yayımlanmamış Doktora Tezi). Çukurova Üniversitesi, Adana.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Aslı Bekirler, Ayperi Dikici Siğirtmaç
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.