Whether and How Knowledge Moderates Linkages between Parent–Child Conversations and Children’s Reflections about Tinkering in a Children’s Museum

Acosta, Diana I.; Polinsky, Naomi; Haden, Catherıne A.; Uttal, David H.

doi:10.1080/15248372.2020.1871350

Cited by 22 publications

(32 citation statements)

References 38 publications

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“…The transcripts of the children’s narrative reflections were coded using a system developed by Acosta et al (2021) . The coding unit was instance of occurrence ; any word or group of words that fit the coding category were coded, except repetitions.…”

Section: Methodsmentioning

confidence: 99%

“…We also assessed what children may have learned from their tinkering experiences in a way that would be organic to the museum setting ( Callanan, 2012 ; Acosta et al, 2021 ). After children finished tinkering, we invited them to respond to a series of open-ended prompts to tell a short narrative about their tinkering project.…”

Section: Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities For Childrenmentioning

confidence: 99%

“…Nevertheless, by the age of five, children are able to tell reasonably coherent stories about recently experienced events in response to fairly open-ended prompts ( Fivush et al, 1995 ; Reese et al, 2011 ). Moreover, although there has been more attention given to family conversations during exhibit experiences as mechanisms for scaffolding STEM learning in museums (e.g., Crowley et al, 2001a , b ; Leinhardt et al, 2002 ; National Research Council [NRC], 2009 ; Sobel and Jipson, 2016 ; Callanan et al, 2020 ), what children say about their experiences shortly afterward can be viewed both as an extension of the learning process and an outcome of learning ( Acosta et al, 2021 ). With respect to children’s narrative reflections as an assessment of learning outcomes, the content of children’s reflections can offer insights into what children understood about their experiences.…”

Section: Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities For Childrenmentioning

confidence: 99%

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Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children

et al. 2021

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Using a design-based research approach, we studied ways to advance opportunities for children and families to engage in engineering design practices in an informal educational setting. 213 families with 5–11-year-old children were observed as they visited a tinkering exhibit at a children’s museum during one of three iterations of a program posing an engineering design challenge. Children’s narrative reflections about their experience were recorded immediately after tinkering. Across iterations of the program, changes to the exhibit design and facilitation provided by museum staff corresponded to increased families’ engagement in key engineering practices. In the latter two cycles of the program, families engaged in the most testing, and in turn, redesigning. Further, in the latter cycles, the more children engaged in testing and retesting during tinkering, the more their narratives contained engineering-related content. The results advance understanding and the evidence base for educational practices that can promote engineering learning opportunities for children.

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Section: Methodsmentioning

confidence: 99%

Section: Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities For Childrenmentioning

confidence: 99%

Section: Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities For Childrenmentioning

confidence: 99%

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Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children

et al. 2021

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“…Indeed, effective STEM approaches combine parent education with take-home activities over several grade levels (Kaderavek et al, 2020) or with multiple museum visits that provide unique settings for developing broad STEM interests (Pattison et al, 2020). Future studies should tease apart intensity issues as well as the extent to which step-by-step kits versus more open-ended materials for exploration and tinkering are beneficial (e.g., Acosta et al, 2021).…”

Section: Conditions That Best Supported Early Parent Involvement In Stemmentioning

confidence: 99%

“…Future studies should consider other broader parent perspectives that include enthusiasm for STEM activities and observational measures of parents' implementation of the focal strategies during parent-child STEM interactions (cf. Acosta et al, 2021). It is possible that we EARLY PARENT INVOLVEMENT IN STEM 28 did not capture a full range of treatment effects in areas such as parent and child STEM interest, which are hypothesized to be important to long-term STEM career pathways (e.g., Pattison et al, 2020).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Feasibility of Behavior Change Techniques to Increase Parent Involvement in STEM ?with Young Children Experiencing Poverty

Zucker¹,

Yeomans-Maldonado²

2022

Preprint

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Broadening participation in early, informal STEM is important for families experiencing poverty. We explored the feasibility of the Teaching Together STEM preschool program for increasing home-based parent involvement and reducing barriers to informal STEM learning with 181 families at schools where 92% of students received free/reduced lunch. The core treatment included family engagement events and text messages; STEM events were delivered at school sites by museum-based informal science educators. We randomly assigned schools to business-as-usual or one of three additive treatment groups to evaluate adult behavior change techniques of adding materials and parent rewards to the core treatment. The primary outcome was parent involvement in STEM. There were no significant impacts of any treatment on home-based parent involvement in STEM; however, the groups that included take-home activity kits along with family education events/resources were the most promising way to get focal parents involved in doing science and math with their young child. Interestingly, the most intensive treatment group that added parent monetary rewards produced short-term improvements in parent involvement that faded at a later follow-up timepoint. We discuss the relative effects of different behavior change techniques and uptake of components, as this has implications for family engagement programs that aim to ensure equity when many parents have competing demands on their time.

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Spontaneous Mathematical Moments Between Caregiver and Child During an Engineering Design Project

Simpson

Zhong

Maltese

2022

Early Childhood Educ J

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Whether and How Knowledge Moderates Linkages between Parent–Child Conversations and Children’s Reflections about Tinkering in a Children’s Museum

Cited by 22 publications

References 38 publications

Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children

Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children

Feasibility of Behavior Change Techniques to Increase Parent Involvement in STEM ?with Young Children Experiencing Poverty

Spontaneous Mathematical Moments Between Caregiver and Child During an Engineering Design Project

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