Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection
Bibliographic Data
| ID | 21301228 |
|---|---|
| Authors | Maria Marcus (0000-0002-4765-0495, Roosevelt University, corresponding author), Pirko Tõugu (0000-0002-0129-3648, University of Tartu), Catherine A Haden (0000-0001-8392-9218, Loyola University Chicago), David H Uttal (0000-0002-7194-4370, Northwestern University) |
| Year | 2021 |
| Volume | 92 |
| Issue | 5 |
| Pages | e1075-e1084 |
| Publication date | 2021-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13641 |
| PMID | 34415060 |
| OpenAlex | W3195499216 |
| Language | EN |
| Citations received | 6 |
| References cited | 28 |
This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity
African american · Art · Developmental psychology · Ethnic group · Literature · Narrative · Pedagogy · Race (biology) · Reflection (computer programming) · Sociology · Transfer of learning · Visual arts · White (mutation) · Anthropology · Chemistry · Children's Rights and Participation · Computer Science · Early Childhood Education and Development · Gender Studies · Innovative Education and Learning Practices · Psychology
Examining student, parent, and school factors predicting science achievement using a multilevel approach
Beyond museum walls
Designing A Principle‐Based Knowledge Building Environment for Collaborative Inquiry and Process Documentation in STEM Learning
Talking about “bioluminescence” and “puppies of the ocean”
Links between parent–child conversations about emotions and changes in children's emotion knowledge across early childhood
Explaining and exploring the dynamics of parent–child interactions and children's causal reasoning at a children's museum exhibit
Apprenticeship in Thinking
Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge
Elaborating on Elaborations
Children’s spatial thinking: does talk about the spatial world matter?
Learning in Diversities of Structures of Social Practice
Development of episodic and autobiographical memory
Toward a Theory of Instruction
Supporting family conversations and children's STEM learning in a children's museum
Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum
When and where do we apply what we learn
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |