科学谈话的基石:教育电视在工程活动期间支持父母与孩子的对话
James Alex Bonus1, Miriam Brinberg1, Rebecca A Dore2
1School of Communication, Ohio State University.
Developmental psychology
|January 13, 2025
概括
父母在科学活动中提出开放式问题可能会导致孩子们详细阐述知识或揭示知识差距. 科学电视事先观看了增强的阐述,支持其在协作学习中的作用.
科学领域:
- 儿童发展 儿童发展
- 科学教育科学教育教育.
- 认知心理学 认知心理学
背景情况:
- 父母的质疑对于孩子的科学学习至关重要.
- 开放式的问题比封闭式问题鼓励更深层次的参与.
- 媒体,比如科学电视,在支持这些互动方面所扮演的角色是未被充分探索的.
研究的目的:
- 调查父母的开放式问题如何影响孩子的科学话语.
- 检查科学电视观看时间对对话模式的影响.
- 通过家长的询问来识别不同的响应模式.
主要方法:
- 随机分配116个亲子双节 (年龄在4-7岁的儿童) 在工程活动之前或之后观看科学电视.
- 通过父母的开放式问题引发的对话交换的序列分析.
- 将儿童反应分类为知识阐述和知识差距序列.
主要成果:
- 确定了两个主要的对话模式:知识阐述和知识差距序列.
- 在工程活动之前观看科学电视 * 显著增加了知识阐述序列.
- 科学电视观看的时间没有影响知识差距序列,也没有根据孩子的年龄而异.
结论:
- 父母的开放式问题在科学活动中有效地引起了不同类型的儿童反应.
- 科学电视,特别是在活动之前观看时,可以充当有价值的对话支持,促进更深入的科学解释.
- 这些发现凸显了将媒体与实践活动相结合的潜力,以促进科学学习.
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