A study of the latent effects of family learning courses in science

Abstract

It is well documented that students' exposure to science in the middle school is critical for their later selection of science courses, yet instruction time and course offerings in science during the middle school years are often limited. Out‐of‐School Science Experiences with funds from the National Science Foundation (DISE No. 07872) produced five short science courses intended for children in middle school grades (6, 7, and 8) and their parents that supplement normal science instruction based on topics that are integral to traditional science teaching. The courses were offered through Community Education programs and through informal science learning centers (e.g., zoos, museums, and planetariums). An added strength of the program is that it employs the family as a motivator and reinforcer in a cooperative learning venture. The study reported here is an attempt to determine participant reaction two to three years after having taken the courses, to the course experience, the influence that the courses had on subsequent learning behavior, and the relationship between parents and children.

Family behavior and learning in informal science settings: A review of the research

“…Although the context for this family learning is different from a casual visit, both parents and children made significant gains in learning as measured by subject matter tests. A followup study indicated that this learning did persist and that, in particular, the classes had resulted in a long-term change in family learning behavior and family attitude toward learning (Gennaro et al, 1986).…”

Family-Based STS Education: a New Approach

“…Leichter, 1974Leichter, , 1978Fey, 1977;Katz, 1978). We can also find several reports which indicate positive effects of leaming with family members on science learning (Gennaro et al, 1980;Ostlund et al, 1985;Gennaro et al, 1986). The framework of &dquo;family as an educational setting for STS&dquo; holds promise.…”

Family Involvement in Science Education: What are the Outcomes for Parents and Students?

“…Two-thirds of the children in the telephone interview also stated that communication had increased as a result of the course. Gennaro, Hereid and Ostlund (1986) concluded that family learning courses in science were both enjoyable and challenging learning experiences. Both parents and students overwhelmingly stressed that they enjoyed the cooperative aspect of working together.…”