Learning hand in hand: Engaging in research–practice partnerships to advance developmental science

Mulvey, Kelly Lynn; McGuire, Luke; Hoffman, Adam J.; Hartstone‐Rose, Adam; Winterbottom, Mark; Balkwill, Frances R.; Fields, Grace; Burns, Karen P.; Drews, Marc; Chatton, M.; Eaves, Natalie; Law, Fidelia; Joy, Angelina; Rutland, Adam

doi:10.1002/cad.20364

Cited by 18 publications

(11 citation statements)

References 35 publications

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“…This research was approved by the Institutional Review Boards at North Carolina State University in the US and University of Exeter in the UK. Adolescents and young adults, who were part of a collaborative longitudinal study between scholars in the US and the UK examining their participation in informal STEM learning programs and changes in their STEM career interests over time, were invited to participate in a survey developed for this study assessing their experiences during COVID-19 in May and June of 2020 [ 61 ]. For US participants, opt-out informed consent forms were emailed to the parents of potential participants one week before the survey was emailed to participants.…”

Section: Methodsmentioning

confidence: 99%

Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?

et al. 2021

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This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants’ level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.

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Section: Methodsmentioning

confidence: 99%

Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?

et al. 2021

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“…The findings of the present study show that mindset interventions can be successfully carried out in a science museum with the collaboration between researchers and practitioners. This research-practice partnership offers many opportunities to explore research questions, test novel educational interventions, and design and implement impactful theory-based and outcome-focused practice (Anderson and Shattuck, 2012;Mulvey et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum

et al. 2021

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Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.

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“…The researcher involvement was fairly minimal, and it is likely that with some improvements to the usability of the tasks it would be possible for children to complete these tasks without any researcher involvement. Partnerships between basic science researchers and educators are an important component of developmental science and can be mutually beneficial for the researchers and the educators (Osberg, 1998;Callanan, 2012;Haden, 2020;Mulvey et al, 2020). The COVID-19 pandemic has propelled the development of virtual learning programs (Bell, 2020); this study illustrates how researchers can leverage this reality to maintain existing partnerships within their local communities and possibly develop new ones with science centers that were previously geographically inaccessible -and in so doing, study developmental change in ecologically valid settings (Golinkoff et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Research at a Distance: Replicating Semantic Differentiation Effects Using Remote Data Collection With Children Participants

Vales

Torrance

et al. 2021

Front. Psychol.

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Remote data collection procedures can strengthen developmental science by addressing current limitations to in-person data collection and helping recruit more diverse and larger samples of participants. Thus, remote data collection opens an opportunity for more equitable and more replicable developmental science. However, it remains an open question whether remote data collection procedures with children participants produce results comparable to those obtained using in-person data collection. This knowledge is critical to integrate results across studies using different data collection procedures. We developed novel web-based versions of two tasks that have been used in prior work with 4-6-year-old children and recruited children who were participating in a virtual enrichment program. We report the first successful remote replication of two key experimental effects that speak to the emergence of structured semantic representations (N = 52) and their role in inferential reasoning (N = 40). We discuss the implications of these findings for using remote data collection with children participants, for maintaining research collaborations with community settings, and for strengthening methodological practices in developmental science.

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Learning hand in hand: Engaging in research–practice partnerships to advance developmental science

Cited by 18 publications

References 35 publications

Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?

Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?

Children’s Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum

Research at a Distance: Replicating Semantic Differentiation Effects Using Remote Data Collection With Children Participants

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