虚拟教学一起:让家长和幼儿参与STEM活动
Tricia A Zucker1,2, Michael P Mesa1,2, Michael A Assel1,2
1Children's Learning Institute at University of Texas Health Science Center at Houston, Houston, TX, United States.
Frontiers in psychology
|February 21, 2024
概括
虚拟STEM家庭教育活动显示了与面对面计划相似的家长参与结果,但并没有显著提高儿童对科学的兴趣. 在虚拟家庭参与方面,人们注意到时间限制和可访问性障碍.
科学领域:
- 幼儿教育 幼儿教育 幼儿教育
- 非正式的科学学习学习.
- 家庭参与STEM的参与
背景情况:
- 早期的非正式学习经验对于培养对科学,技术,工程和数学 (STEM) 的长期兴趣至关重要.
- 以前的研究表明,将STEM家庭教育活动与家庭活动套件相结合,可以比单独的研讨会更好地让家长参与.
- "一起教学STEM"计划此前已经在面对面的交付方面取得了成功.
研究的目的:
- 在概念上复制一个成功的面对面的STEM家庭参与计划,使用虚拟交付模型.
- 评估虚拟"娱乐商店"的可行性和实用性,并将其与有幼儿家庭的家庭活动套件相结合.
- 评估虚拟STEM参与对家长参与和儿童科学兴趣的影响.
主要方法:
- 这项研究涉及来自不同背景的60个家庭,他们的孩子年龄在3-5岁之间.
- 家庭被随机分配到接受虚拟"娱乐商店"和家庭STEM活动套件的治疗组,或等候名单对照组.
- 博物馆的非正式科学教育者通过虚拟会议提供了四个单元,并补充了邮寄的STEM实践活动.
主要成果:
- 在虚拟和对照组之间,父母参与非正式的STEM方面没有发现显著差异 (效果大小=0.18).
- 父母普遍认为虚拟交付方便,材料对他们的孩子来说很有吸引力.
- 没有观察到对儿童科学兴趣的重大影响 (影响大小 = -0.19).
结论:
- 虚拟STEM家庭参与计划可以被认为是可行的和方便的,但可能不会显著增加儿童的科学兴趣.
- 父母的时间限制构成了家庭STEM活动的障碍,即使是虚拟程序交付.
- 虚拟方法可能无法充分确保代表性不足的人群的访问,因为教育程度较低的父母不太可能参加.
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