Advancing opportunities for children's informal STEM learning transfer through parent-child narrative reflection

Area of Science:

• STEM Education Research
• Learning Sciences
• Informal Science Education

Background:

• Investigating methods to improve learning transfer from informal STEM experiences.
• Understanding the role of family engagement in children's science learning.

Purpose of the Study:

• To determine if conversational reflections after a museum STEM experience promote learning transfer.
• To assess the impact of photo-narrative reflections on STEM learning.

Main Methods:

• 63 families participated in a museum STEM activity (engineering demonstration and building).
• Families engaged in either a photo-narrative reflection or no reflection.
• 36 families completed a similar building activity at home weeks later.

Main Results:

• 77% of families demonstrated learning transfer of the building principle.
• Families who completed photo-narrative reflections showed increased STEM-related talk during the home activity.
• Reflections appear to facilitate the transfer of STEM learning principles.

Conclusions:

• Conversational reflections, particularly photo-narratives, enhance learning transfer from museum STEM experiences.
• Family engagement in reflection activities can strengthen the application of learned STEM concepts.
• Informal learning environments can effectively promote durable STEM learning through guided reflection.