Understanding Parents’ Roles in Children’s Learning and Engagement in Informal Science Learning Sites
dc.contributor.author | Joy, A | |
dc.contributor.author | Law, F | |
dc.contributor.author | McGuire, L | |
dc.contributor.author | Mathews, C | |
dc.contributor.author | Hartstone-Rose, A | |
dc.contributor.author | Winterbottom, M | |
dc.contributor.author | Rutland, A | |
dc.contributor.author | Fields, GE | |
dc.contributor.author | Mulvey, KL | |
dc.date.accessioned | 2021-05-07T06:59:59Z | |
dc.date.issued | 2021-03-31 | |
dc.description.abstract | Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in ISLS using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents’ science questions and explanations were positively related to children observing the exhibit. Parents’ science explanations were also negatively related to children’s science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children’s behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children’s interactions with others and their environment are important for children’s learning behaviors. | en_GB |
dc.description.sponsorship | National Science Foundation (NSF) | en_GB |
dc.description.sponsorship | Wellcome Trust | en_GB |
dc.description.sponsorship | Economic and Social Research Council (ESRC) | en_GB |
dc.identifier.citation | Vol. 12, article 635839 | en_GB |
dc.identifier.doi | 10.3389/fpsyg.2021.635839 | |
dc.identifier.grantnumber | DRL-1831593 | en_GB |
dc.identifier.grantnumber | 206259/Z/17/Z | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/125576 | |
dc.language.iso | en | en_GB |
dc.publisher | Frontiers Media | en_GB |
dc.rights | © 2021 Joy, Law, McGuire, Mathews, Hartstone-Rose, Winterbottom, Rutland, Fields and Mulvey. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. | en_GB |
dc.subject | informal science learning | en_GB |
dc.subject | science education | en_GB |
dc.subject | parents | en_GB |
dc.subject | family visits | en_GB |
dc.subject | children | en_GB |
dc.title | Understanding Parents’ Roles in Children’s Learning and Engagement in Informal Science Learning Sites | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2021-05-07T06:59:59Z | |
dc.description | This is the final version. Available on open access from Frontiers Media via the DOI in this record | en_GB |
dc.description | Data Availability Statement: The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation. | en_GB |
dc.identifier.eissn | 1664-1078 | |
dc.identifier.journal | Frontiers in Psychology | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2021-03-02 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2021-03-31 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2021-05-07T06:57:44Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2021-05-07T07:00:34Z | |
refterms.panel | A | en_GB |
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Except where otherwise noted, this item's licence is described as © 2021 Joy, Law, McGuire, Mathews, Hartstone-Rose, Winterbottom, Rutland, Fields and Mulvey. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.