Starting with Parents: Investigating a Multi-Generational, Media-Enhanced Approach to Support Informal Science Learning for Young Children

Raynal, Alexia; Lavigne, Heather J.; Goldstein, Marion; Gutiérrez, Jaime Ortega

doi:10.1007/s10643-021-01209-x

Cited by 10 publications

(4 citation statements)

References 31 publications

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“…Parents' beliefs and emotions about these disciplines can be positive or negative, considering their impact on children's STEM learning. On the positive side, parents express interest and enthusiasm toward both STEM activities and learning [38,42], and the belief that science teaching should begin in the preschool stage [41]. On the negative side, parents' lack of interest or impatience experienced during STEM activities with their children has also been reported [42].…”

Section: Parents' Beliefs and Emotions About Stemmentioning

confidence: 99%

“…When designed externally and with the support of diverse actors, such as daycares, schools, universities, museums, zoos, etc., STEM activities can foster parental involvement in science practices by helping parents engage their children in a discourse about scientific concepts and processes [37]. Moreover, STEM activities can foster enthusiasm for solving problems collaboratively between parents and children [38], as well as the curiosity and amazement of parents [43].…”

Section: Potential Of Stem Activities To Promote Parental Involvementmentioning

confidence: 99%

“…STEM programs also allow science to be brought closer to parents, especially those who have not accessed it previously, due to a lack of resources or bad experiences that threaten the ability to address scientific issues with their children [38]. In this sense, STEM activities make parents more confident and increase their interest in learning scientific topics and performing scientific tasks with their children [38].…”

Section: Potential Of Stem Activities To Promote Parental Involvementmentioning

confidence: 99%

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Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education?

López

Cabello

2022

Education Sciences

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Developing STEM (Science, Technology, Engineering, Mathematics) competencies is a global priority. In response to this educational need, initiatives have been implemented mainly at the school level. However, in preschool education, the STEAM programs are more recent. Research advances orient preschool teachers to reach these competencies in school-based programs, although parental involvement has been systematically forgotten as a critical factor. This article describes the current issues on research about parental participation in STEM education in early childhood to identify advances and gaps. We selected documents published between 1995 and 2021 in the leading educational databases, identifying 11 documents explicitly related to parental involvement in STEM education in preschoolers. The results show that STEM activities can promote parental engagement, improve the value parent attribute to STEM, and positively affect STEM learning in preschoolers. Moreover, parents shape children’s interests and self-efficacy about STEM and content application that can favor their children’s approach to STEM. This article discusses the scarcity of research published on the connection between STEM and parental influence, despite the fundamental role of parents in early STEM education. We present practical criteria to guide the development of early STEM education in the family context and questions to guide the planning of research and intervention programs.

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Section: Parents' Beliefs and Emotions About Stemmentioning

confidence: 99%

Section: Potential Of Stem Activities To Promote Parental Involvementmentioning

confidence: 99%

Section: Potential Of Stem Activities To Promote Parental Involvementmentioning

confidence: 99%

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Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education?

López

Cabello

2022

Education Sciences

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“…Training or hands-on modeling can make people more comfortable with science material and with helping others learn (Raynal et al 2022). We thus propose that the PHMC requires museums to provide instructional materials regarding how to interact with the exhibits to maximize learning in multiple languages based on the population demographics of the region around the museum.…”

Section: Drawbacksmentioning

confidence: 99%

Improving STEM Museum Accessibility in Pennsylvania for Diverse Communities

Weiss

Villiere

2022

JSPG

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A baseline of scientific literacy among the general population is crucial for laypersons to be able to understand and evaluate data-driven recommendations for addressing public health and environmental crises. While updated formal education standards can help improve knowledge gaps for upcoming generations, they do not reach beyond K-12 students. Informal science, technology, engineering, and mathematics (STEM) public learning spaces, including museums, can potentially have broader impacts; however, the benefits are limited by accessibility. Notably, there is a lack of policy regarding sociocultural barriers that may exclude underrepresented communities from science museums. The Pennsylvania Historical and Museum Commission (PHMC) has demonstrated a willingness to support museum research and resource development throughout Pennsylvania (PA). However, resource availability alone does not guarantee the capability to meet the needs of disadvantaged groups in STEM learning spaces. Thus, there is a need for policy to establish standards to make science museums both more accessible and culturally aware to effectively serve their purposes of public learning and engagement. We recommend that the PHMC requires museums to form diversity and inclusion committees to collect and implement community input about museum content and establishes a requirement for exhibit information to be available in multiple languages to increase visitor diversity and improve public learning outcomes.

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Everyday Science for Building Schoolchildren’s Informed Agency for Action

Boon

Rigano

2023

Challenges in Science Education

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Starting with Parents: Investigating a Multi-Generational, Media-Enhanced Approach to Support Informal Science Learning for Young Children

Cited by 10 publications

References 31 publications

Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education?

Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education?

Improving STEM Museum Accessibility in Pennsylvania for Diverse Communities

Everyday Science for Building Schoolchildren’s Informed Agency for Action

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