Promoting Family Science Conversations in the LaCuKnoS Project
Bibliographic Data
| ID | 22042001 |
|---|---|
| Authors | Cory Buxton (0000-0001-7751-3611, Oregon State University, corresponding author), Diana Crespo Camacho (Oregon State University), Barbara Ettenauer (0000-0001-7763-0973, Oregon State University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 7 |
| Pages | 829 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15070829 |
| OpenAlex | W4411926923 |
| Language | EN |
| Citations received | 1 |
| References cited | 40 |
The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the model brings families together as co-learners and co-teachers through family learning experiences. We describe our work to promote more robust family conversations about science in our lives within an existing research practice partnership, using a two-tiered qualitative conversational analysis to compare the family conversations that result from three family engagement models: (a) family science festivals; (b) family science workshops; and (c) family science home learning. More specifically, this paper addresses the question: How do families describe and evaluate science in their lives and communities during family conversations that occur during each of these three engagement models? Discourse analysis using the appraisal dimension of systemic functional linguistics highlights the affective components of families evaluating science in their lives, as well as how each model provided unique affordances for different communicative goals. These findings are used to propose a set of design principles to guide the continued exploration of community-sustaining and family-centric models of family engagement as a key strategy for broadening science participation
Mathematics education · Multimedia · Pedagogy · Science education · Sociology · Coaching Methods and Impact · Computer Science · Psychology
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Leveraging Social Capital to Broaden Participation in STEM
Engaging Parents and Their Fifth- and Sixth-Grade Latina Daughters in a Family Science Program
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Register in the round
Mourning
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |