Chandler-Campbell Ian L, Leech Kathryn A, Corriveau Kathleen H
Wheelock College of Education and Applied Human Development, Boston University, Boston, MA, United States.
School of Education, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.
Front Psychol. 2020 Aug 5;11:1934. doi: 10.3389/fpsyg.2020.01934. eCollection 2020.
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.
本研究考察了两种教学培训方法对亲子二元组在非正式博物馆环境中讨论科学内容的影响。47名儿童（平均年龄 = 5.43岁）及其父母被随机分配到不同的培训条件下，在与孩子及一项基于科学的活动互动时，一名实验者示范两种不同教学方法中的一种：（1）基于科学探究的过程；（2）科学陈述分享法。两种方法提供了关于科学机制的相同信息，但在传递该内容的过程上有所不同。培训结束后，立即邀请家长与孩子一起用一项新的基于科学的活动来示范相同的方法。结果表明，家长在促使讨论目标信息内容的过程中存在显著差异：在谈论因果科学概念时，处于科学探究条件下的家长比处于科学陈述条件下的家长更有可能向孩子提问。此外，处于科学探究条件下的孩子对家长的因果谈话反应略多，并且给出的科学内容也显著更多。这些发现提供了初步证据，即在非正式学习环境中培训家长使用基于科学探究的方法来指导孩子，可以鼓励孩子参与更多的联合科学对话。
