Motivation für Naturwissenschaften eine Frage des Gehirns?? Albert Zeyer

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1 Motivation für Naturwissenschaften eine Frage des Gehirns??

2 Other smart kids: Not dumb, but different! Potential scientists*? Jungs?? Other smart kids*? Mädchen?? * Aikenhead, G. S. (2000). Renegotiating the culture of school science. The contribution of research. In R. Millar, J. Leach & J. Osborne (Eds.), Improving Science Education (pp ). Philadelphia: Open University Press.

3 Effekt des Geschlechts auf Motivation für NWU? In science courses for non science majors there is a relatively level playing field that supports the women s motivation as well as the men s. We believe our finding generalizes across science courses for non science majors (Glynn et al., 2007, p. 1167). Gender Motivation NWU

4 Gender Mediation? Motivation NWU

5 E/S Theorie (Baron-Cohen*) Zwei kognitive Dimensionen: Empathisieren (E) und Systematisieren(S) Systemizing is defined as a drive and ability to analyse the rules underlying a system, in order to predict its behaviour. Empathizing is defined as a drive to identify another s person mental states and to respond to these with one of a range of appropriate emotions. S Braintype E *Baron-Cohen, S., Knickmeyer, R., & Belmonte, M. K. (2005). Sex Differences in the Brain: Implications for Explaining Autism. Science 310( ).

6 Baron-Cohen, S., Knickmeyer, R., & Belmonte, M. K. (2005). Sex Differences in the Brain: Implications for Explaining Autism. Science 310( ).

7 Behauptung: Der sogenannte Brain Type is ein besserer Prädiktor als das Geschlecht, um vorher zu sagen ob jemand Naturwissenschaften oder Geisteswissenschaften studiert.* *Billington, J., Baron-Cohen, S., & Wheelwright, S. (2007). Cognitive style predicts entry into physical sciences and humanities: Questionnaire and performance tests of empathy and systemizing. Learning and Individual Differences, 17,

8 Forschungshypothese: der Brain Type ist der gesuchte Mediator! Brain type Gender Motivation NWU Zeyer, A., & Wolf, S. (2010). Is There a Relationship between Brain Type, Sex and Motivation to Learn Science? International Journal of Science Education, 32(16),

9 3 Fragebögen SMQ Questionnaire (Glynn & Koballa, 2006) SQ Questionnaire (Baron-Cohen, S., Richler, J., Bisarya, D., Gurunathan, N., & Wheelwright, S., 2003) EQ Questionnaire (Baron-Cohen, S., & Wheelwright, S., 2004)

10 Science Motivation Quotient SMQ* 30 Fragen Typische Items Ich lerne gerne im NWU (item 1) Es ist mir wichtig, gute Noten im NWU zu haben (item 7) Normalerweise bin ich gut in NWU Projekten und Experimenten (item 21). *Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience Majors Learning Science: A Theoretical Model of Motivation. Journal of Research in Science Teaching, 44(8),

11 Systemizing Quotient SQ* 60 Items (20 Kontroll Items). Zum Beispiel Ich kann mir mühelos vorstellen, wie die Strassen in meiner Region zusammenlaufen Beim Sprachen lernen interessieren mich vor allem die grammatikalischen Regeln. Wenn ich einen Computer kaufe, will ich detaliiert wissen, was seine leistungsdaten sind *Baron-Cohen, S., Richler, J., Bisarya, D., Gurunathan, N., & Wheelwright, S. (2003). The Systemizing Quotient: An investigation of adults with Asperger syndrome or high-functioning autism, and normal sex differences Philosophical Transactions: Biological Sciences, 358(1430),

12 Empathizing Quotient EQ* 60 Items (20 Kontroll items). Zum Beispiel Ich kann gut voraussagen, was jemand tun wird (cognitive empathy) Ich kann mich gut und intuitiv darauf einstellen, wie sich jemand fühlt (affective component of empathy) *Baron-Cohen, S., & Wheelwright, S. (2004). The Empathy Quotient: An Investigation of Adults with Asperger Syndrome or High Functioning Autism, and Normal Sex Differences. Journal of Autism and Developmental Disorders, 34(2),

13 Idee Zeyer, A., Bolsterli, K., Brovelli, D., & Odermatt, F. (2012). Brain Type or Sex Differences? A structural equation model of the relation between brain type, sex, and motivation to learn science. International Journal of Science Education, 34(5),

14 Zeyer, A., Cetin-Dindar, A., Zain, A. N. M., Jurisevic, M., Devetak, I., & Odermatt, F. (2013). Systemizing: A Cross- Cultural Constant for Motivation to Learn Science. Journal of Research in Science Teaching, 50(9),

15 Ergebnis (4 Studien mit insgesamt gegen 2000 SuS, Schweiz, Malaysia, Türkei, Slovenien) Zeyer, A., Cetin-Dindar, A., Zain, A. N. M., Jurisevic, M., Devetak, I., & Odermatt, F. (2013). Systemizing: A Cross-Cultural Constant for Motivation to Learn Science. Journal of Research in Science Teaching, 50(9), doi: /tea.21101

16 Wie viele Potential Scientists? Verteilung SQ (n=752) 1% 5% 40% 54% low average above average high Zeyer, A. (2012). What is a Potential Scientist? Motivation to Learn Science - a Question of Culture or of Cognition? In S. Markic, I. Eilks, D. d. Fuccia & B. Ralle (Eds.), Issues of Heterogenitiy and Cultural Diversity in Science Education and Science Education Research. Aachen: Shaker Verlag.

17 Geschlechtsvergleich SQ Verteilung Jungs (n=301) 1% 10% 18% low average above average high 71% Verteilung Mädchen (n=450) 2% 0% 43% 55% low average above average high Zeyer, A. (2012). What is a Potential Scientist? Motivation to Learn Science - a Question of Culture or of Cognition? In S. Markic, I. Eilks, D. d. Fuccia & B. Ralle (Eds.), Issues of Heterogenitiy and Cultural Diversity in Science Education and Science Education Research. Aachen: Shaker Verlag.

18 *Schreiner, C., & Sjøberg, S. (2004). ROSE (The Relevance of Science Education) - A Comparative Study of Students Views of Science and Science Education. Acta Didactica, 4.