Taking Science Home: Connecting Schools and Families Through Science Activity Packs for Young Children

Abstract

A Framework for K-12 Science Education indicates that introducing young children to scientific and engineering practices, core disciplinary ideas, and crosscutting concepts during the early years is essential for the development of conceptual understanding in science. Unfortunately, science is infrequently included in preschool and primary classrooms, and parents are sometimes uncomfortable engaging their children in science. This article describes the development and initial evaluation of "family science activity packs" as an intervention to fill this void. The study examined four research questions focused on families' use of the packs, parental questions, children's inquiry behaviors, and the nature of parent and children's reactions to the packs. Questionnaires sent to families regarding the packs and videos of families completing the activities were analyzed using descriptive statistics and qualitative methods. Findings suggest that take-home activity packs have the potential to teach science in a motivating manner and spur further interest in science. However, parent questioning and wait-time impacted the quality of students' responses. A discussion of how family science activities potentially result in high-quality discourse is presented, and implications and suggestions for further research and pack development are reviewed.

Science at home: parents’ need for support to implement video-based online science club with young children

“…In informal setting scientific knowledge is acquired through internet, social media, television, books and newspapers, for instance (Schäfer et al 2018). In addition to an informal learning environment, home can also act as an encouraging non-formal learning environment for science (Shymansky et al, 2000;Solomon, 2003;Reinhart et al, 2016). Usually, non-formal learning environments are facilitated and hold some often skill-related learning targets, but there are volunteer to participate in, like science clubs, camps, museums, zoos, planetariums, science centers and companies (Eschach, 2007).…”

“…Also, Shymansky et al (2000) reported that as a consequence of hands-on science activities done at home both children and parents found it an enjoyable way to spend time together, while doing something useful. Reinhart et al (2016) researched inquiry-based science activities occurring at home. In their model, families were sent science packages, which contained the inquiry activity and necessary tools.…”

“…In the science packages, the inquiry activity was reported by filling a form. The children found that the written reporting was quite boring, and it reminded them too much of homework (Reinhart et al, 2016). Reporting non-formal activities in the form of videos or pictures might be a more engaging way for children to communicate the results and the process of the science activity than with the written form.…”

“…Parents especially need instructions on how to do open inquiry with a child. They do not give enough time for the child to ponder on the questions and they pressurize the child to give out a specific answer, defined as correct by the parents (Reinhart et al, 2016).…”

The impact of a Framework‐aligned science professional development program on literacy and mathematics achievement of K‐3 students

“…Each Family Pack contained interesting science activities aligned with the SEPs in the 3D in the Framework (NRC, 2012) and various early learning standards (e.g., NAEYC, ; ODE, ). The Family Packs were designed to help parents know what to do, have access to background knowledge, and promote high quality discourse (Reinhart et al, ). Each pack included a newsletter with the directions for the investigation, necessary materials for the activity, and a journal sheet for children to record data or visually represent understanding.…”