This study examined whether parental involvement in children's science schoolwork (i.e., discussions about science, homework helping and encouragement of science interest) varies for boys and girls, and how these behaviors relate to children's science achievement beliefs (i.e., ability perceptions and task-value) at the end of a school year. We analyzed these links both for fathers and mothers and examined whether child gender moderates how parental behaviors relate to children's beliefs over time. Data were gathered over a span of a school year from 114 middle-school students (50% girls, 81%
This research examined the nature of parent–child conversations at an informal science education center housed in an active gravitational-wave observatory. Each of 20 parent–child dyads explored an interactive exhibit hall privately, without the distraction of other visitors. Parents employed a variety of strategies to support their children's understanding of unfamiliar topics, including describing evidence, giving direction, providing explanation, making connections, and eliciting predictions. Parents' education was associated with both the amount of time dyads spent exploring exhibits and
This research proposed a revised theory of how collective environmental identity is associated with engagement with the advancement of pro‐environmental behaviors. The research comprised three activities that examined the experiences of three groups of people who claim zoo visiting as an important part of their life‐story: conservation biologists who describe zoo experiences as having significant formative role in their childhood development of environmental values; parents who prioritize zoo visits as an important cultural experiences for their children; and active zoo volunteers. This
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TEAM MEMBERS:
Wildlife Conservation SocietyJohn Fraser
Pulse of the Planet children's science challenge includes 150 radio programs which focus on the interaction between a select group of scientists and youths 8-11, who have been chosen from a nationwide Science Challenge which encourages children to submit questions and potential experiments to scientists. Project partners include a variety of businesses (e.g., sports manufacturers such as K2), media (e.g., internet social networks such as imbee.com, TIME for Kids, Dragonfly TV, and Hispanic Communications Network) and educational partnerships (e.g. Community Science Workshops and the National Science Teacher's Association.) Underserved participants will be reached through Celebra la Ciencia science outreach programs.
Michigan Technological University will collaborate with David Heil and Associates to implement the Family Engineering Program, working in conjunction with student chapters of engineering societies such as the American Society for Engineering Education (ASEE), the Society of Hispanic Professionals (SHP) and a host of youth and community organizations. The Family Engineering Program is designed to increase technological literacy by introducing children ages 5-12 and their parents/caregivers to the field of engineering using the principles of design. The project will reach socio-economically diverse audiences in the upper peninsula of Michigan including Native American, Hispanic, Asian, and African American families. The secondary audience includes university STEM majors, informal science educators, and STEM professionals that are trained to deliver the program to families. A well-researched five step engineering design process utilized in the school-based Engineering is Elementary curriculum will be incorporated into mini design challenges and activities based in a variety of fields such as agricultural, chemical, environmental, and biomedical engineering. Deliverables include the Family Engineering event model, Family Engineering Activity Guide, Family Engineering Nights, project website, and facilitator training workshops. The activity guide will be pilot tested, field tested, and disseminated for use in urban, suburban, and rural settings. Strategic impact will result from the development of content-rich engineering activities for families and the dissemination of a project model that incorporates the expertise of engineering and educational professionals at multiple levels of implementation. It is anticipated that 300 facilitators and 7,000-10,000 parents and children will be directly impacted by this effort, while facilitator training may result in more than 27,000 program participants.
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TEAM MEMBERS:
Neil HutzlerEric IversenChristine CunninghamJoan ChaddeDavid Heil