Parents Explain More Often to Boys Than to Girls During Shared Scientific Thinking

Crowley, Kevin; Callanan, Maureen A.; Tenenbaum, Harriet R.; Allen, Elizabeth S.

doi:10.1111/1467-9280.00347

Cited by 383 publications

(211 citation statements)

References 22 publications

Supporting

Mentioning

199

Contrasting

Unclassified

Order By: Relevance

“…For example, the research on gendered experiences in science centres described above suggests the social and cultural shadows left by interactive science exhibits may be different for girls than for boys, reinforcing social norms that link masculinity and science (Crowley et al, 2001;Dancu, 2010;Ramey-Gassert, 1996). Similarly, as Aikenhead (2006) has argued, some people have to do more work to move between their own cultural backgrounds and those of science learning, while for others such 'border crossing' practices are barely needed.…”

Section: Reframing Ise Literaciesmentioning

confidence: 99%

Equity in informal science education: developing an access and equity framework for science museums and science centres

Dawson

2014

Studies in Science Education

127

115

View full text Add to dashboard Cite

Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical research on equity compared to 'formal' science education. This article contributes to science education scholarship by exploring equity in ISE, bringing together international research on ISE equity issues to examine what an access and equity framework for ISE might entail. It draws on theoretical perspectives from research on social justice, social reproduction and pedagogy to adapt a three-part access framework, focusing in turn on infrastructure access, literacy and community acceptance, to develop an access and equity framework for ISE.

show abstract

Section: Reframing Ise Literaciesmentioning

confidence: 99%

Equity in informal science education: developing an access and equity framework for science museums and science centres

Dawson

2014

Studies in Science Education

127

115

View full text Add to dashboard Cite

show abstract

“…However, no difference was found between the performance of males in This provides evidence that the male advantage was not solely due to men having greater experience with bicycles, since these nonexpert males reported much lower levels of cycling than did the expert women and similar levels of experience at repairing bicycles. An alternative possibility is that men may generally have a better causal and functional understanding of objects due to innate or environmental differences between the sexes (see, e.g., Crowley, Callanan, Tenenbaum, & Allen, 2001;Johnson, Alexander, Spencer, Leibham, & Neitzel, 2004;Robert & Harel, 1996).…”

Section: Sex Age and Expertise Effectsmentioning

confidence: 99%

The science of cycology: Failures to understand how everyday objects work

Lawson

2006

Memory & Cognition

View full text Add to dashboard Cite

When their understanding of the basics of bicycle design was assessed objectively, people were found to make frequent and serious mistakes, such as believing that the chain went around the front wheel as well as the back wheel. Errors were reduced but not eliminated for bicycle experts, for men more than women, and for people who were shown a real bicycle as they were tested. The results demonstrate that most people's conceptual understanding of this familiar, everyday object is sketchy and shallow, even for information that is frequently encountered and easily perceived. This evidence of a minimal and even inaccurate causal understanding is inconsistent with that of strong versions of explanation-based (or theory-based) theories of categorization.

show abstract

“…Since museumgoers typically experience much more than a single exhibition during a visit, it is important to understand the interactions and learning moments throughout their time in an informal learning environment. Second, the informal science education literature, which has accounts of visitor learning, has not been well connected to the cognitive and psychological literatures which focus on disciplinary expertise (with notable exceptions, e.g., Crowley, Callanan, Tenenbaum, &Allen, 2001, andJacobs, 2002). As a result of this, we know very little about the expertise that comes from repeated visits to informal spaces-for example, the expertise and competencies that families develop in relation to museum going.…”

Section: Introductionmentioning

confidence: 99%

Family sense‐making practices in science center conversations

2009

View full text Add to dashboard Cite

ABSTRACT:In this paper, we examine the interactional ways that families make meaning from biological exhibits during a visit to an interactive science center. To understand the museum visits from the perspectives of the families, we use ethnographic and discourse analytic methods, including pre-and postvisit interviews, videotaped observations of the museum visits, and coding and analysis of utterances from naturally occurring conversations. We employ an Everyday Expertise framework to understand how families use ideas and materials to make meaning from the scientific content presented in exhibits. We argue that individual and cognitive aspects of learning are fundamentally connected to the social and cultural aspects of learning; therefore, we analyze the intertwining role of individual cognitive resources, situated activities, and cultural toolkit resources that support learning interactions and processes. Findings indicate how families use a variety of knowledge types (epistemic resources) to make sense of exhibit content, how they make sense of biological content by transferring cultural epistemic resources from prior experiences, and how families use two types of scientific epistemic resources-biological facts and perceptual descriptions-as the primary means to make sense of biological exhibits.

show abstract

Parents Explain More Often to Boys Than to Girls During Shared Scientific Thinking

Cited by 383 publications

References 22 publications

Equity in informal science education: developing an access and equity framework for science museums and science centres

Equity in informal science education: developing an access and equity framework for science museums and science centres

The science of cycology: Failures to understand how everyday objects work

Family sense‐making practices in science center conversations

Contact Info

Product

Resources

About