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

Dierking, Lynn D.; Falk, John H.

doi:10.1002/sce.3730780104

Cited by 175 publications

(117 citation statements)

References 17 publications

(20 reference statements)

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“…Research focused on the family as a learning system has observed that families use remarkably dynamic and often subtle nonverbal and verbal learning strategies in the context of a museum visit (Borun, Cleghorn, & Garfield, 1995;Dierking & Falk, 1994). Regardless of whether the exhibit provides interactive or static displays, families are capable of attending to and engaging with a range of content (Hilke, 1989).…”

Section: Introductionmentioning

confidence: 99%

From teachers to testers: How parents talk to novice and expert children in a natural history museum

2007

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Informed by literature on childhood expertise in high-interest topics and parent -child conversation in museum settings, this study explored how children's level of dinosaur expertise influences family learning opportunities in a natural history museum. Interviews identified children with high and low dinosaur knowledge and assigned them to expert and novice groups. Parent surveys revealed that expert children were more likely to have home environments where family members shared interests in dinosaurs and provided a variety of dinosaur learning resources. Analysis of family conversations demonstrated that parents with novice children more actively engaged them in learning conversations than parents with expert children. The implications of this shift in parental engagement are considered in terms of interest and knowledge development in informal settings, highlighting how islands of expertise might facilitate and in some cases hinder learning through shared family activity.

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Section: Introductionmentioning

confidence: 99%

From teachers to testers: How parents talk to novice and expert children in a natural history museum

2007

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“…Furthermore, students work as members of teams by delegating roles and responsibilities amongst themselves, just as teams might work together to solve problems outside of school. 20,21 Bridging the gap between home and school by including family members in lessons and assignments.…”

Section: 19mentioning

confidence: 99%

Challenges for Integrating Engineering into the K-12 Curriculum: Indicators of K-12 Teachers' Propensity to Adopt Innovation

Nadelson¹,

Sias²,

Seifert³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Louis S. Nadelson is an associate professor and director for the Center for the School of the Future in the Emma Eccles Jones College of Education at Utah State University. He has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher professional development, program evaluation, multidisciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college math, science, computer science, and engineering teaching to frame his research on STEM teaching and learning. Nadelson brings a unique perspective of research, bridging experience with practice and theory to explore a range of interests in STEM teaching and learning. Ms. Christina Marie Sias, Utah State UniversityChristina Sias is a PhD. student at Utah State University Mrs. Anne Seifert, Idaho National LaboratoryAnne Seifert is the Idaho National Laboratory STEM Coordinator and founder and executive director of the i-STEM network. She holds a BS degree in elementary education, an MA in Education Administration and an EDS in Educational Leadership. As a 30 year veteran teacher and administrator she has been involved in school reform, assessment, literacy, student achievement, and school improvement. Her current work involves coordinating partnerships with educators, the Idaho Department of Education, business, and industry to raise STEM Education awareness. Anne's research interests include STEM education, inquiry and project-based instruction with the incorporation of 21st Century learning, change practices, and cultural influences on school effectiveness.c American Society for Engineering Education, 2016 Challenges for Integrating Engineering into the K-12 Curriculum: Indicators of K-12 Teachers' Propensity to Adopt Educational Innovations AbstractWith recognition of the potential expansion of the engineering pipeline, engineering was included in the Next Generation Science Standards (NGSS). The inclusion of engineering in the NGSS (and other state level STEM learning standards) comes with the expectation that K-12 teachers teach engineering as part of their curriculum. However, teacher adoption of innovations, such as teaching engineering, is a complex process that relies heavily on teacher propensity to adopt novel curricular choices and instructional approaches. Thus, prior to preparing teachers to teach engineering, there is a benefit to knowing something about how open teachers are to educational innovations and how likely they are to take the risks associated with adopting curriculum that effectively integrates unique and novel approaches to teaching and learning.Using our experience with enhancing teacher capacity to teach integrated STEM through professional development (PD), we have recognized that the teachers who are early adopters of innovation tend to have openness to multiple ideas and engage in diff...

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“…Embora o lazer e o prazer sejam importante nessas situações, se acontece uma ação sobre os objetos, a mobilização pelo visitante de suas ferramentas sócio-culturais para entender e/ou relacionar as informações apresentadas nos objetos pode culminar em processo de aprendizagem. Dierking & Falk (1994) observaram que a interatividade em grupos familiares ocorre preferencialmente internamente entre os membros das famílias. As crianças tendem a compartilhar informações descritivas sobre o objetos e os fenômenos observados, enquanto que os adultos buscam estabelecer relações entre estes, a leitura de legendas e saberes de natureza diversa.…”

Section: A Interatividade No Zoológicounclassified

Um Final De Semana No Zoológico: Um Passeio Educativo?

Nascimento

Costa

2002

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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RESUMOOs museus abertos, como parques e zoológicos, exercem um papel importante na divulgação e na popularização das ciências. Eles, geralmente, propõem atividades dirigidas ao grande público heterogêneo constituído de uma parcela considerável de grupos familiares. As atividades educativas oferecidas nesses espaços induzem diferentes níveis de interatividade entre os visitantes e os animais. Nosso artigo resume a observação de quatro grupos familiares no borboletário da Fundação Zoo-Botânica de Belo Horizonte, resultando em dados que foram avaliados qualitativamente. O resultado indica três níveis de interatividade entre os elementos de exposição desse espaço e os integrantes do grupo. Palavras chaves : museus, zoológicos, interatividade, grupos familiares. ABSTRACT"Open museums", as parks and zoos, have an important role in the popularisation of sciences. They, generally, propose activities addressed to a heterogeneous public, constituted of a considerable portion of family groups. The educational activities offered in those museums induce different interactivity levels between the visitors and the exposed objects. Our paper summarizes the observations of four family groups in the butterfly's gate of the Zoo-Botanical Foundation of Belo Horizonte, resulting in data that were examined qualitatively. The results indicate three interactivity levels between the elements of the exhibition and the members of the group.

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

Cited by 175 publications

References 17 publications

From teachers to testers: How parents talk to novice and expert children in a natural history museum

From teachers to testers: How parents talk to novice and expert children in a natural history museum

Challenges for Integrating Engineering into the K-12 Curriculum: Indicators of K-12 Teachers' Propensity to Adopt Innovation

Um Final De Semana No Zoológico: Um Passeio Educativo?

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