Gaias Larissa, Taylor Michelle, Pratt Megan E, Whelan Mariko
Department of Psychology, University of Massachusetts Lowell, Lowell, MA, United States.
Department of Family and Consumer Sciences, California State University, Long Beach, Long Beach, CA, United States.
Front Psychol. 2022 Dec 7;13:1049694. doi: 10.3389/fpsyg.2022.1049694. eCollection 2022.
Public libraries are asset institutions that provide important spaces for families to engage in meaningful, authentic STEM learning. However, limited budgets and a model centered on open-access and broad inclusion makes conducting rigorous evaluations in these spaces, such as randomized control trials, challenging. There is a need to consider evaluation designs that consider both rigor and feasibility. The aims of the present study were to: (1) describe an innovative interactive parent-child interactive storytime program, Fun with Math and Science (FMS); and (2) conduct a preliminary evaluation of FMS in a large, urban public library setting, using a quasi-experimental static group comparison design.
Post-test scores for caregivers who completed the program in the fall or winter (n = 80) were compared to pre-test scores for caregivers who completed the program the following spring (n = 35); Fall/winter caregivers scored higher on program items related to concrete behaviors to support math and science learning, but significant differences were not found on items related to caregiving beliefs or general caregiving practices. Demographic differences were also found related to program outcomes.
Results are discussed both in terms of implications for the development and implementation of caregiver-child interactive programming, as well as the use of innovative analytic approaches to program evaluation in community settings.
公共图书馆是资产机构，为家庭提供了参与有意义、真实的STEM学习的重要场所。然而，预算有限以及以开放获取和广泛包容为中心的模式使得在这些场所进行严格评估，如随机对照试验，具有挑战性。需要考虑兼顾严谨性和可行性的评估设计。本研究的目的是：（1）描述一个创新的亲子互动故事时间项目，即数学与科学乐趣（FMS）；（2）在一个大型城市公共图书馆环境中，使用准实验静态组比较设计对FMS进行初步评估。
将秋季或冬季完成该项目的照顾者（n = 80）的后测分数与次年春季完成该项目的照顾者（n = 35）的前测分数进行比较；秋季/冬季的照顾者在与支持数学和科学学习的具体行为相关的项目上得分更高，但在与照顾信念或一般照顾行为相关的项目上未发现显著差异。还发现了与项目结果相关的人口统计学差异。
从对照顾者 - 儿童互动项目开发和实施的影响以及在社区环境中使用创新分析方法进行项目评估的角度对结果进行了讨论。
