Sema AYDIN-CERAN

157163

Mother-Child Interactive Science Practices: Improving Mothers' Scientific Literacy and Children's Scientific Creativity

Mother-Child Interactive Science Practices: Improving Mothers' Scientific Literacy and Children's Scientific Creativity

The aim of this study is to improve mothers' scientific literacy and children's scientific creativity through science practices based on mother-child interaction. For this purpose, a training program based on mother-child interaction and including scientific experiments and activities that can be done at home and at school was prepared. The study was designed in a quasi-experimental design within the framework of quantitative research methodology. The participants were 62 mothers and their children (62 children) who had primary school 4th-grade level children in a public primary school. The data of the study, which lasted 6 months during the 2021-2022 academic year, were collected with the Scientific Literacy Test and the Scientific Creativity Test. The results obtained from the study indicate that the science practices training program based on mother-child interaction increased the scientific literacy level of mothers. In addition, it was concluded that mother-child interactive activities were more effective in children's scientific creativity dimensions such as scientific imagination, creative experimental ability, and creative scientific product design skill. Also, it was determined that the children of mothers with high levels of scientific literacy showed higher success in all sub-dimensions of scientific creativity compared to their controls. Keywords: Mother training program, mother-child interaction, scientific literacy, scientific creativity in primary school.
Keywords:

mother training program, mother-child interaction, scientific literacy scientific creativity in primary school,

PDF

___

  • Alexander, R. (1992). Policy and practise in Education. Routledge.
  • Amabile, T. M., & Gryskiewicz, N. D. (1989). The creative environment scales: Work environment inventory. Creativity research journal, 2(4), 231-253. https://doi.org/10.1080/10400418909534321
  • Arslan, G., & Kabasakal, Z. (2013). Investigation of relationships between attitudes of parent and problem-solving skills of adolescents. Electronic Turkish Studies, 8(6), 33-42.
  • Asal, R. (2020). The effect of engineering design-based science teaching on primary school 4th grade students scientific creativity and critical thinking skills. [Master's thesis]. Gazi University.
  • Barlow, J., Smailagic, N., Huband, N., Roloff, V., & Bennett, C. (2012). Group‐based parent training programmes for improving parental psychosocial health. Campbell Systematic Reviews, 8(1), 1-197. https://doi.org/10.4073/csr.2012.15
  • Baysal, Z., Baysal, Z. N., Kaya, N., & Üçüncü, G. (2013). Examination of scientific creativity level of fourth grade students in terms of several variables. Marmara University Atatürk Education Faculty Journal of Educational Sciences38(38), 55-64. https://doi.org/10.15285/EBD.2013385566
  • Bloom, B. S., & Sosniak, L. A. (1981). Talent development vs. schooling. Educational Leadership, 39(2), 86-94.
  • Brossard, D., & Shanahan, J. (2006). Do they know what they read? Building a scientific literacy measurement instrument based on science media coverage. Science Communication, 28(1), 47-63.
  • Broström, S. (2015). Science in early childhood education. Journal of Education and Human Development, 4(2), 1. Büyüköztürk, Ş. (2014). Data analysis handbook for social sciences: Statistics, research design, SPSS applications and interpretation. (19th Edition). Ankara: Pegem.
  • Creswell, J. (2003). Researchdesign: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE.
  • Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155-159. Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. Newyork.
  • Datta, L. E., & Parloff, M. B. (1967). On the relevance of autonomy: Parent-child relationships and early scientific creativity. In Proceedings of the Annual Convention of the American Psychological Association. American Psychological Association.
  • Deniş, H., & Balım, A. G. (2012). Adaptation of scientific creativity test to turkish and it’s assessment criterias. Usak University Journal of Social Sciences, 5(2), 1-21.
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
  • Gute, G., Gute, D.S., Nakamura, J., & Csikszentmihályi, M. (2008). The early lives of highly creative persons: The influence of the complex family. Creativity Research Journal, 20(4), 343-357.
  • Gülay, A., & Özsevgeç, L. C. (2017). Determining the Creative Thinking Levels of Fourth Grade Students at Primary School: Qualitative Research Report. Psycho-Educational Research Reviews, 6(2), 48-60. https://www.perrjournal.com/index.php/perrjournal/article/view/275
  • Harrington, D. M., Block, J. H., & Block, J. (1987). Testing aspects of Carl Rogers's theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. Journal of personality and social psychology, 52(4), 851. https://doi.org/10.1037/0022-3514.52.4.851
  • Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403. https://doi.org/10.1080/09500690110098912
  • Hu, W., Wu, B., Jia, X., Yi, X., Duan, C., Meyer, W., & Kaufman, J. C. (2013). Increasing students' scientific creativity: The “learn to think” intervention program. The journal of creative behavior, 47(1), 3-21. https://doi.org/10.1002/jocb.20
  • Karasar, N. (2012). Scientific research method. (23rd Edition), Ankara: Nobel.
  • Karataş, F. Ö., Abdüsselam, M. S., Falk, J. H., Çelik, S., Orçan, F., & Akaygün, S. (2019). Determination of Scientific Literacy Level of Turkish Society. TÜBİTAK SOBAG Project.
  • Kılıç, B., & Tezel, Ö. (2012). Determining Scientific Creativity Levels Of 8th Grade Students. Journal of Turkish Science Education, 9(4).
  • Kwaśniewska, J. M. (2019). Climate for Creativity: How to Measure It in Parent–Child Relationships? The Palgrave Handbook of Social Creativity Research, 93-107.
  • Lee, I., & Park, J. (2021). Student, Parent and Teacher Perceptions on the Behavioral Characteristics of Scientific Creativity and the Implications to Enhance Students' Scientific Creativity. Journal of Baltic Science Education, 20(1), 67-79. https://doi.org/10.33225/jbse/21.20.67
  • Liang, J. C. (2002). Exploring scientific creativity of eleventh-grade students in Taiwan. The University of Texas at Austin. Lin, C., Hu, W., Adey, P. et al. The Influence of CASE on Scientific Creativity. Research in Science Education 33, 143–162 (2003). https://doi.org/10.1023/A:1025078600616
  • Liu, S. C., & Lin, H. S. (2014). Primary teachers' beliefs about scientific creativity in the classroom context. International Journal of Science Education, 36(10), 1551-1567. https://doi.org/10.1080/09500693.2013.868619
  • Manav, A. I., Gozuyesil, E., & Tar, E. (2021). The effects of the parenting education performed through WhatsApp on the level of maternal-paternal and infant attachment in Turkey. Journal of pediatric nursing, 61, 57-64. https://doi.org/10.1016/j.pedn.2021.04.018
  • Matud, M. P., Rodríguez, C., & Grande, J. (2007). Gender differences in creative thinking. Personality and individual differences, 43(5), 1137-1147. https://doi.org/10.1016/j.paid.2007.03.006
  • Meyer, A. A., & Lederman, N. G. (2013). Inventing creativity: An exploration of the pedagogy of ingenuity in science classrooms. School Science and Mathematics, 113(8), 400-409. https://doi.org/10.1111/ssm.12039
  • Ministry of National Education [MoNE]. (2018). Science curriculum (Primary and secondary school grades 3, 4, 5, 6, 7 and 8). http://mufredat.meb.gov.tr/
  • Miller, A. L., Lambert, A. D., & Speirs Neumeister, K. L. (2012). Parenting style, perfectionism, and creativity in high-ability and high-achieving young adults. Journal for the Education of the Gifted, 35(4), 344-365. https://doi.org/10.1177/0162353212459257
  • Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Boston College, TIMSS & PIRLS International Study Center.
  • National Science Teaching Association (NTSA). (2014). NSTA position statement: early childhood science education. https://www.nsta.org/about/positions/earlychildhood.aspx
  • Organization for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
  • Park, J., & Jee, K. (2015). Investigating students, teachers, and parents' recognition of contrary views on scientific creativity. Journal of the Korean Association for Science Education, 35(3), 395-402. https://doi.org/10.14697/jkase.2015.35.3.0395
  • Szarka, S. (2012). Creative climate as a means to promote creativity in the classroom. Electronic Journal of Research in Education Psychology, 10(28), 1011-1034. https://doi.org/10.25115/ejrep.v10i28.1547
  • Puccio, G., Murdock, M., & Mance, M. (2011). Creative leadership: Skills that drive change (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Runco, M. A., & Albert, R. S. (2005). Parents' personality and the creative potential of exceptionally gifted boys. Creativity research journal, 17(4), 355-367. https://doi.org/10.1207/s15326934crj1704_7
  • Runco, M. A., Abdulla, A. M., Paek, S. H., Al-Jasim, F. A., & Alsuwaidi, H. N. (2016). Which test of divergent thinking is best?. Creativity. Theories–Research-Applications, 3(1), 4-18.
  • Runco, M. A. (2017). Creative thinking. In The Routledge international handbook of thinking and reasoning (pp. 472-486). Routledge.
  • Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249. https://doi.org/10.1016/j.tsc.2017.04.003
  • Saptono, S., & Hidayah, I. (2020). Scientific creativity: a literature review. In Journal of Physics: Conference Series (Vol. 1567, No. 2, p. 022044). IOP Publishing.
  • Sternberg, R. J., & O'Hara, L. A. (2000). Intelligence and creativity. Cambridge University Press. Tavil, Y. Z., & Karasu, N. (2013). Parent training studies: a review and meta-analysis. Education and Science, 38(168).
  • Ted-Mem. (2022). Education at a glance 2022: Assessments and recommendations on Turkey. https://tedmem.org/mem-notlari/degerlendirme/bir-bakista-egitim-2022
  • Tennent, L., & Berthelsen, D. (1997). Creativity: What Does It Mean in the Family Context?. Journal of Australian Research in Early Childhood Education, 1, 91-104.
  • Tönbül, Ö. (2019). Investigation of the Effect of Family Education Program on Mothers' Raising Attitudes. The Journal of School Counseling, 2(1), 46-72.
  • Valladares, L. (2021). Scientific literacy and social transformation: Critical perspectives about science participation and emancipation. Science & Education, 30(3), 557-587.
  • World Economic Forum. (2020). Schools of the future [REF 09012020]. http://www3.weforum.org/docs/WEF_Schools_of_the_Future_Report_2019.pdf
Journal of Education and Future-Cover
  • ISSN: 2146-8249
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2012
  • Yayıncı: Nesibe Aydın Eğitim Kurumları
Arşiv
Sayıdaki Diğer Makaleler

Mother-Child Interactive Science Practices: Improving Mothers' Scientific Literacy and Children's Scientific Creativity

Sema AYDIN-CERAN

Exploring of Parental Attitudes in the Context of the Digitalized Family

Enver DURUALP, Lugen Ceren GÜNEŞ, Ender DURUALP

The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates

Yılmaz KARA, Kaine GULOZER

The Effect of Traditional Child Games on Fifth-Grade Students' Attitudes Related to Geometry

Ali Osman ENGİN, Filiz DÜNDAR, Mustafa Çağrı ENGİN