Systemizing: A Cross-Cultural Constant for Motivation to Learn Science

2013-11-01
Zeyer, Albert
Cetin-Dindar, Ayla
Zain, Ahmad Nurulazam Md
Jurisevic, Mojca
Devetak, Iztok
Odermatt, Freia
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
250
views
0
downloads
The present study is based on the empathizing-systemizing (E-S) theory of cognitive science. It was hypothesized that the influence of students' gender on their motivation to learn science is often overestimated in the research literature and that cognitive style is more important formotivation than students' gender. By using structural equation modeling, and based on previous research, a precise causal model was formulated to test this hypothesis. Then, using multiple group confirmatory analysis, the model was tested in a cross-cultural context that included four countries-Malaysia, Slovenia, Switzerland, andTurkey-and 1,188 upper secondary students. Datawere collected using standard questionnaires on cognitive style andmotivation to learn science. The results showed fullmediation of systemizing-the second dimension of the E-S theory-between gender andmotivation. That is, gender had no direct impact on motivation, but systemizing explained 27% of thevariation in students'motivation scores. The indirect impact of genderwas significant but very low; it explained 1.5% of the variance, in favor of boys. Empathizing-the first dimension of the E-S theory-had noimpact on students' motivation scores. This causalmodel proved to be similar (invariant) in all four cultures. The results suggest that considering students' cognitive style, instead of or in addition to their gender, could lead to a better understanding of students' motivation to learn science. Science teaching methods that support both cognitive styles-systemizing and empathizing-could enhance students' learning of science. (C) 2013Wiley Periodicals, Inc. J Res SciTeach 50: 1047-1067, 2013
Education
https://hdl.handle.net/11511/68287
JOURNAL OF RESEARCH IN SCIENCE TEACHING
Department of Educational Sciences, Article

Suggestions

Exploring representation of nature of science aspects in science textbooks
Yamak, Yeliz; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2009)
The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, “Reproduction, Development and Growth in Living Beings”and “Systems in Our Body” units, in the 7th grade science textbook, “Systems in Our Body” and “Human and Environment” units, in the 8th grade science textbook,...
Learner-friendly textbooks: Chemistry texts based on a constructivist view of learning
Tasdelen, Ugur; KÖSEOĞLU, FİTNAT (Springer Science and Business Media LLC, 2008-04-01)
In this study, the use of inquiry methods, learning cycles, a conceptual change model and analogy in creating alternative science texts was discussed. An alternative text on the topic of acids and bases was created by integrating the methods and models discussed in this paper. The alternative text and a sample of a traditional text taken from a textbook, which is still used in Turkish high schools, were given to two groups, totaling 42 pre-service teachers-the alternative text was given to an experimental g...
Using technology in preventing and remedying seventh grade students' misconceptions in forming and solving linear equations
Erek, Görkem; Erbaş, Ayhan Kürşat; Department of Educational Sciences (2008)
The purposes of this study was to investigate seventh-grade students’ misconceptions related to forming and solving equations and examine the role of technology use in preventing and remedying these misconceptions. A group of 18 seventh grade students was given a diagnostic test before they started the equations unit to determine their misconceptions related to the topic. Students studied equations for 6 weeks and half of the instruction took place in the computer lab where they used various electronic mani...
Investigating the Relationships Among Elementary School Students Epistemological Beliefs Metacognition and Constructivist Science Learning Environment
TOPÇU, MUSTAFA SAMİ; Yılmaz Tüzün, Özgül (Informa UK Limited, 2010-03-01)
The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth, seventh, and eight grades of nine elementaryPUBLIC schools located in Ankara, Turkey constituted the participants of this study. Constr...
Elementary Students' Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender
Ozkal, Kudret; Tekkaya, Ceren; Sungur, Semra; Çakıroğlu, Jale; Çakıroğlu, Erdinç (Informa UK Limited, 2011-03-01)
This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about...
Citation Formats
A. Zeyer, A. Cetin-Dindar, A. N. M. Zain, M. Jurisevic, I. Devetak, and F. Odermatt, “Systemizing: A Cross-Cultural Constant for Motivation to Learn Science,” JOURNAL OF RESEARCH IN SCIENCE TEACHING, pp. 1047–1067, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/68287.
METU IIS - Integrated Information Service open@metu.edu.tr