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.
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 persons 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 persons 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 didnt 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.