Exploring How Families Do Science Together: Adult‐Child Interactions at Community Science Events

Abstract

Promoting family learning around science represents an important opportunity to reinforce science learning during outof-school time. Evidence suggests that parent-child discourse around science can promote inferential thinking by children and help solidify their understanding of science concepts. While teacher professional development that promotes the type of discourse that encourages student inquiry is trending, interventions that assist parents in developing the same types of learning talk skills are scarce. In this descriptive study, family discourse was observed at a series of events at community centers that promote science learning, such as the zoo and the library. These events were part of a large-scale professional development program designed to transform teaching and learning around PK-3 science. Families were scored on their interaction, discourse, and use of "talk moves" using the Discourse, Interaction, and Inquiry in Family Science rubric. The results demonstrate that the events promoted family discourse and interaction in a manner dependent on the activity context. Implications for teachers and design of family science learning activities are discussed.

Examination of Students’ and their Parents’ Experiences of Out-of-School Science Experimentation within the Context of Parents’ Roles

“…Extramural experiences earned with parents are important in terms of granting children with positive scientific experiences (Falk and Dierking, 2010;Ghate, 2016;Ho, 2010;Yanowitz and Hans-Vaughn, 2016). But another important issue is regarding attitudes maintained and roles exhibited by parents while such experiences are being created (Tuttle et al, 2017). Researchers point out that they should maintain an investigating attitude while interacting with their children about science (Allen and Gutwill, 2009;Gaskins, 2008;Kaya and Lundeen, 2010).…”

“…Learning activities must inarguably last lifelong. As Tuttle (2017) points out, science education is generally considered as a school-related attempt. However, people spend only 5% of their lives at school, and less than that is spared for science education.…”

“…The majority of time out of school is generally spent with parents. Therefore, for children to be successful and interested in their science lessons, it is acknowledged to be highly important that parents should create environments that encourage children to engage in scientific dialogues and obtain scientific knowledge in places like museums and zoos (Falk & Dierking, 2010;Ghate, 2016;Ho, 2010;Tenenbaum & Callanan, 2008;Tuttle et al, 2017;Vedder-Weiss & Fortus, 2013;Yanowitz & Hans-Vaughn, 2016). Falk & Dierking (2010) point out that out of the school science education environments like science centers, zoos and planetariums will provide opportunities for families to motivate their children to learn more about science and create occasions to learn about science together.…”

“…Parents are supposed to maintain an investigating attitude along with their children in order for them to learn about science or gain positive scientific experiences (Allen and Gutwill, 2009;Gaskins, 2008;Kaya and Lundeen, 2010). Tuttle et al (2017) have found out that parents interact with their children more in open-ended activities than in close-ended ones. Researchers point out that cooperation between parents and children for the same purposes will help create positive scientific experiences and put forward unique outputs.…”

“…On the other hand, various studies show that parent participation does not always increase academic success especially in the case of teenagers (Pomerantz, Moorman and Litwack, 2007;Ho, 2003 a, b). In this context, it becomes highly important to investigate what kinds of parent roles provide the greatest benefit (Tuttle et al, 2017).…”