Parent-child 'everyday' conversations have been suggested as a source of children's early science learning (Ash, 2003; Callanan & Jipson, 2001). If such conversations are important then it would be pertinent to know whether children from different family backgrounds have different experiences talking about science in informal settings. We focus on the relation between parents' schooling and both their explanatory talk in science-related activities, and the styles of interaction they use with their children. Families from different schooling backgrounds within one underrepresented group in
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TEAM MEMBERS:
Deborah SiegelJennifer EsterlyMaureen CallananRamser Wright
Based on the premise that one component of NASA's pre-college education program is intended to support and enact school reform, the Committee for the Evaluation and Review of NASA's Pre-College Education Program requested an analysis of how the NASA Explorer School (NES) Model aligns with other national models of school-wide improvement and reform. The purpose and focus of this paper is to summarize key elements of major school improvement and reform models as well as specific content reform models from the literature, and to analyze the extent to which there is alignment between these models
To investigate how parents support children's learning at an exhibit on evolution, the conversations of 12 families were recorded, transcribed, and coded (6,263 utterances). Children (mean age 9.6 years) and parents visited Explore Evolution, which conveyed current research about the evolution of seven organisms. Families were engaged with the exhibit, staying an average of 44 minutes. Parents' and children's explanatory, nonexplanatory, and evolutionary conversation was coded. Overall, substantive explanatory conversation occurred in 65% of parent utterances, whereas nonexplanatory
This article overviews a study in which 31 mother-child pairs were observed in two different museum settings--traditional exhibits and family-oriented exhibits--and the mothers' behavior was recorded. Experimenters reported that mothers used higher-level verbal teaching to children in the traditional setting than in the child- or family-oriented setting.
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TEAM MEMBERS:
California State University, Los AngelesLeah Melber
Two studies examined how parent explanation changes what children learn from everyday shared scientific thinking. In Study 1, children between ages 3- and 8-years-old explored a novel task solo or with parents. Analyses of children's performance on a subsequent posttest compared three groups: children exploring with parents who spontaneously explained to them; children exploring with parents who did not explain; and children exploring solo. Children whose parents had explained were most likely to have a conceptual as opposed to procedural understanding of the task. Study 2 examined the causal
Informed by literature on childhood expertise in high interest topics and parent-child conversation in museum settings, this study explored how children’s level of dinosaur expertise influences family learning opportunities in a Natural History Museum. Interviews identified children with high and low dinosaur knowledge and assigned them to expert and novice groups. Parent surveys revealed that expert children were more likely to have home environments where family members shared interests in dinosaurs and provided a variety of dinosaur learning resources. Analysis of family conversations
The Science Museum of Minnesota conducted a study to find out how many visitors stopped at the Science on a Sphere (SOS) exhibit during their visit to the museum, visitors' prior knowledge of SOS, and why a visitor might chose not to visit SOS. A total of 189 visitors were interviewed. Findings included: - Groups of adults and children were more likely to visit SOS than groups composed of adults only. - Most visitors just happened across the exhibit during their visit rather than sought it out. - Of the visitors who did not stop at SOS, few were familiar with the exhibit. - Both visitors who
During January 2007, the Science Museum of Minnesota carried out a study to gather visitor feedback on a variety of potential interpretive features of Science on a Sphere. Visitor preferences related to the use of interpretive labels and graphics directly on the Sphere and the speed in which visualizations rotate were studied. A total of 51 visitors were interviewed. Key findings include: 1. Three quarters of visitors preferred descriptive labels to be directly on the Sphere. 2. If labels were projected on the Sphere, almost all the visitors wanted them to disappear after a period of time. 3
Goodman Research Group, Inc. (GRG) conducted summative evaluation of the Journey to Planet Earth: The State of the Ocean's Animals project. GRG has served as external evaluator for Journey to Planet Earth since 1999. Journey to Planet Earth is a PBS series that explores the fragile relationship between people and the world they inhabit. The most recent evaluation included two components: 1) a viewer study of the Ocean's Animals episode in the series (hosted and narrated by Matt Damon), and 2) an evaluation of the outreach initiative that complemented the series. The broad goal of the
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TEAM MEMBERS:
Marianne McPhersonElizabeth BachrachIrene F GoodmanScreenscope, Inc.American Association for the Advancement of Science
This report describes a summative evaluation of Secrets of Circles, a 2,600 square foot exhibition created by Children's Discovery Museum of San Jose and funded by the National Science Foundation. The exhibition and related programs were designed to highlight the uses of circles and wheels in everyday life. Circles have properties that make them extremely effective as an engineering tool, and they are ubiquitous in cultures around the world. The appendix of this report inclues interview and observation protocols and questionnaires used in this study.
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TEAM MEMBERS:
Sue AllenChildren's Discovery Museum of San Jose
"Megalodon: Largest Shark That Ever Lived", a 5000-square-foot exhibition, started with a gift of shark fossil specimens and models, inspiring curators and administrators to create an exhibition to educate the public about extinct and modern sharks. This summative evaluation was undertaken to investigate whether exhibition visitors come away with an understanding of the exhibition's main premise: Megalodon, a dominant marine predator for 15 million years before vanishing 2 million years ago, provides lessons for shark conservation today. The learning goals also included a number of subthemes
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TEAM MEMBERS:
Ellen GiustiFlorida Museum of Natural History
The Oregon Museum of Science and Industry (OMSI), with major funding from the National Science Foundation, developed the Animal Secrets exhibition for children ages 3-8 and their families. The exhibition seeks to provide families with an opportunity to discover nature from an animal's point of view as they explore immersive, naturalistic environments including a meadow, stream, woodland, cave, and naturalists' tent. The exhibit's "big idea" is for visitors to develop a sense of wonder about nature by exploring the secret world of animals. Evaluation instruments and surveys are included in the