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Publikation Nr. 2723 - Details Skorsetz, N. & Welzel-Breuer, M. (2019). Is Empathizing and Systematizing an Explanation for Different Motivation in Early Years Science Learning Environments? , In: O. Levrini & G. Tasquier (Hrsg.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education (S.2072-2079) (Band Strand 15). Bologna: ALMA MATER STUDIORUM – University of Bologna. URL: https://www.esera.org/publications/esera-conference-proceedings/esera-2019 ISBN: 978-88-945874-0-1978 Abstract An approach for explaining differences in the motivation to do science could be the Empathizing-Systemizing (E-S)-Theory (Baron-Cohen, 2009). It says that every person’s brain has an individual due to two dimensions: the systemizing and the empathizing. Both dimensions are represented as separate EQ and a SQ-values or a collected “brain type” and can be measured using a questionnaire. People with a high SQ-value were called “systemizer” and tend to search for the systems behind things; “empathizers” orientate themselves to another person’s feelings. Systemizers are more engaged in science and motivated to do science than people with a high EQ-value who are stronger in empathizing (Zeyer et al., 2013). The main goal of this study was to find out if 5 to 6 year old pre-school children with various EQ and SQ-values act differently in scientific learning environments. Tested children were observed within two differently arranged learning environments in order to investigate potential diverse behavior – in a rather structured-instructional learning environment in 2015 and in a rather exploring-narrative learning environment in 2016. According to literature, our results show that children with a high SQ-value were motivated in both learning environments other than children with a high EQ-value are. This could lead to the interpretation that these “systemizer” children are motivated to do science irrespective of the methodic arrangement of the learning environment. For children with a high EQ-value we didn’t found such correlations for their motivation to do science. They seem to be less motivated in both learning environments than children with high SQ-value are. Attribute:
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