Franse Rooske K, Van Schijndel Tessa J P, Raijmakers Maartje E J
Department of Psychology, University of Amsterdam, Amsterdam, Netherlands.
NEMO Science Museum, Amsterdam, Netherlands.
Front Psychol. 2020 Jun 10;11:1047. doi: 10.3389/fpsyg.2020.01047. eCollection 2020.
Effective interaction and inquiry are an essential source for children's learning about science in an informal context. This study investigated the effect of parental pre-knowledge on parent-child interactions (manipulations, parent talk, and child talk) during an inquiry activity in NEMO Science Museum in Amsterdam. The sample included 105 parent-child dyads (mean children's age = 10.0 years). Half of the couples were randomly assigned to the experimental group in which, without the child's knowledge, the parent was shown the task's solution prior to the inquiry activity. Results show that parental pre-knowledge affected the way parents interacted and inquired with their child. Compared to parents without pre-knowledge, parents with pre-knowledge inquired longer, posed more open-ended -questions and closed questions, and less often interpreted results. Children of parents with pre-knowledge more often described evidence and interpreted results, more often manipulated alone, and solved the task more accurately. These results indicate that parental pre-knowledge brings about parents' scaffolding behavior. In addition, it was studied how individual differences of parents and children relate to parent-child interaction. Results show that children's self-reported inquiry attitude was related to their conversation during inquiry, such that they asked fewer closed questions and more open-ended questions. Children's gender affected the cooperation between parent and child, parents more often manipulated together with boys than with girls, and girls more often manipulated alone. Fathers with pre-knowledge, but not mothers, let their child manipulate more by oneself than fathers without pre-knowledge. This study shows that more knowledge about an exhibit improves a parent's scaffolding behavior in a science museum. Results are discussed in the context of museum practice.
有效的互动和探究是儿童在非正式情境中学习科学的重要来源。本研究调查了父母的预先知识对在阿姆斯特丹尼莫科学博物馆进行的一次探究活动中亲子互动（操作、父母谈话和孩子谈话）的影响。样本包括105对亲子（孩子平均年龄 = 10.0岁）。其中一半的夫妻被随机分配到实验组，在该组中，在孩子不知情的情况下，父母在探究活动之前被告知任务的解决方案。结果表明，父母的预先知识影响了父母与孩子互动和探究的方式。与没有预先知识的父母相比，有预先知识的父母探究时间更长，提出更多开放式问题和封闭式问题，且较少解释结果。有预先知识的父母的孩子更常描述证据并解释结果，更常独自操作，并且更准确地解决任务。这些结果表明，父母的预先知识会引发父母的支架行为。此外，还研究了父母和孩子的个体差异与亲子互动之间的关系。结果表明，孩子自我报告的探究态度与他们在探究过程中的谈话有关，即他们较少问封闭式问题，而更多问开放式问题。孩子的性别影响亲子之间的合作，父母与男孩一起操作的频率高于与女孩，而女孩更常独自操作。有预先知识的父亲，而不是母亲，比没有预先知识的父亲更让孩子独自操作。本研究表明，对展品有更多了解会改善父母在科学博物馆中的支架行为。研究结果将在博物馆实践的背景下进行讨论。
