Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytelling
This study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old (M = 8.03) children were observed via Zoom. They watched a video invitation...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1146063/full |
| _version_ | 1827955239175585792 |
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| author | Maria Marcus Graciela Solis Shelby Sellars Catherine A. Haden |
| author_facet | Maria Marcus Graciela Solis Shelby Sellars Catherine A. Haden |
| author_sort | Maria Marcus |
| collection | DOAJ |
| description | This study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old (M = 8.03) children were observed via Zoom. They watched a video invitation to tinker at home prepared by museum educators prior to tinkering. Then, half of the families were prompted to think up a story before tinkering (story-based tinkering group), whereas the other half were simply asked to begin tinkering (no-story group). Once they had finished tinkering, researchers elicited children’s reflections about their tinkering experience. A subset of the families (n = 45) also reminisced about their tinkering experience several weeks later. The story instructions provided before tinkering engendered children’s storytelling during tinkering and when reflecting on the experience. Children in the story-based tinkering group also talked the most about STEM both during tinkering, and subsequently when reminiscing with their parents about their tinkering experience. |
| first_indexed | 2024-04-09T14:42:40Z |
| format | Article |
| id | doaj.art-afc56ce412ae4e6ba9cdbf4c7f46f721 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-09T14:42:40Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-afc56ce412ae4e6ba9cdbf4c7f46f7212023-05-03T05:27:20ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-05-011410.3389/fpsyg.2023.11460631146063Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytellingMaria Marcus0Graciela Solis1Shelby Sellars2Catherine A. Haden3Department of Psychology, Roosevelt University, Chicago, IL, United StatesDepartment of Psychology, Loyola University Chicago, Chicago, IL, United StatesDepartment of Psychology, Roosevelt University, Chicago, IL, United StatesDepartment of Psychology, Loyola University Chicago, Chicago, IL, United StatesThis study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old (M = 8.03) children were observed via Zoom. They watched a video invitation to tinker at home prepared by museum educators prior to tinkering. Then, half of the families were prompted to think up a story before tinkering (story-based tinkering group), whereas the other half were simply asked to begin tinkering (no-story group). Once they had finished tinkering, researchers elicited children’s reflections about their tinkering experience. A subset of the families (n = 45) also reminisced about their tinkering experience several weeks later. The story instructions provided before tinkering engendered children’s storytelling during tinkering and when reflecting on the experience. Children in the story-based tinkering group also talked the most about STEM both during tinkering, and subsequently when reminiscing with their parents about their tinkering experience.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1146063/fullstorytellingSTEM learningparent-child interactionsmemoryinformal learningmuseums |
| spellingShingle | Maria Marcus Graciela Solis Shelby Sellars Catherine A. Haden Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytelling Frontiers in Psychology storytelling STEM learning parent-child interactions memory informal learning museums |
| title | Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytelling |
| title_full | Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytelling |
| title_fullStr | Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytelling |
| title_full_unstemmed | Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytelling |
| title_short | Promoting children’s science, technology, engineering, and mathematics learning at home through tinkering and storytelling |
| title_sort | promoting children s science technology engineering and mathematics learning at home through tinkering and storytelling |
| topic | storytelling STEM learning parent-child interactions memory informal learning museums |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1146063/full |
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