Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions
This study examined the effects of two pedagogical training approaches on parent-child dyads’ discussion of scientific content in an informal museum setting. Forty-seven children (mean age = 5.43) and their parents were randomly assigned to training conditions where an experimenter modeled one of tw...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-08-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01934/full |
| _version_ | 1818546200927797248 |
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| author | Ian L. Chandler-Campbell Kathryn A. Leech Kathleen H. Corriveau |
| author_facet | Ian L. Chandler-Campbell Kathryn A. Leech Kathleen H. Corriveau |
| author_sort | Ian L. Chandler-Campbell |
| collection | DOAJ |
| description | This study examined the effects of two pedagogical training approaches on parent-child dyads’ discussion of scientific content in an informal museum setting. Forty-seven children (mean age = 5.43) and their parents were randomly assigned to training conditions where an experimenter modeled one of two different pedagogical approaches when interacting with the child and a science-based activity: (1) a scientific inquiry-based process or (2) a scientific statement-sharing method. Both approaches provided the same information about scientific mechanisms but differed in the process through which that content was delivered. Immediately following the training, parents were invited to model the same approach with their child with a novel science-based activity. Results indicated significant differences in the process through which parents prompted discussion of the targeted information content: when talking about causal scientific concepts, parents in the scientific inquiry condition were significantly more likely to pose questions to their child than parents in the scientific statements condition. Moreover, children in the scientific inquiry condition were marginally more responsive to parental causal talk and provided significantly more scientific content in response. These findings provide initial evidence that training parents to guide their children using scientific inquiry-based approaches in informal learning settings can encourage children to participate in more joint scientific conversations. |
| first_indexed | 2024-12-12T07:50:02Z |
| format | Article |
| id | doaj.art-e2ee3845eadc45c3ab7774f8d1a02686 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-12T07:50:02Z |
| publishDate | 2020-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e2ee3845eadc45c3ab7774f8d1a026862022-12-22T00:32:28ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-08-011110.3389/fpsyg.2020.01934535572Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child InteractionsIan L. Chandler-Campbell0Kathryn A. Leech1Kathleen H. Corriveau2Wheelock College of Education and Applied Human Development, Boston University, Boston, MA, United StatesSchool of Education, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United StatesWheelock College of Education and Applied Human Development, Boston University, Boston, MA, United StatesThis study examined the effects of two pedagogical training approaches on parent-child dyads’ discussion of scientific content in an informal museum setting. Forty-seven children (mean age = 5.43) and their parents were randomly assigned to training conditions where an experimenter modeled one of two different pedagogical approaches when interacting with the child and a science-based activity: (1) a scientific inquiry-based process or (2) a scientific statement-sharing method. Both approaches provided the same information about scientific mechanisms but differed in the process through which that content was delivered. Immediately following the training, parents were invited to model the same approach with their child with a novel science-based activity. Results indicated significant differences in the process through which parents prompted discussion of the targeted information content: when talking about causal scientific concepts, parents in the scientific inquiry condition were significantly more likely to pose questions to their child than parents in the scientific statements condition. Moreover, children in the scientific inquiry condition were marginally more responsive to parental causal talk and provided significantly more scientific content in response. These findings provide initial evidence that training parents to guide their children using scientific inquiry-based approaches in informal learning settings can encourage children to participate in more joint scientific conversations.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01934/fullparental guidancescientific learninginformal learningmuseum learningscience educationpedagogical approaches |
| spellingShingle | Ian L. Chandler-Campbell Kathryn A. Leech Kathleen H. Corriveau Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions Frontiers in Psychology parental guidance scientific learning informal learning museum learning science education pedagogical approaches |
| title | Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions |
| title_full | Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions |
| title_fullStr | Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions |
| title_full_unstemmed | Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions |
| title_short | Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions |
| title_sort | investigating science together inquiry based training promotes scientific conversations in parent child interactions |
| topic | parental guidance scientific learning informal learning museum learning science education pedagogical approaches |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01934/full |
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