检查亲子互动与STEM参与和学习之间的基线关系
Skyler Gin1, Heyang Yin1, C Malik Boykin1
1The Department of Cognitive and Psychological Sciences, Brown University, Providence, Rhode Island, USA.
Developmental science
|January 20, 2025
概括
父母在游戏中的指导影响孩子的STEM学习和参与. 有针对性的游戏可以减少参与,而共享的经验可以提高儿童的学习和解决问题的能力.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 在STEM教育方面.
背景情况:
- 父母与孩子的互动显著影响孩子在游戏期间的学习和参与.
- 过度指挥家长的参与可以降低孩子的内在动机和参与活动.
- 以前的研究经常比较交互风格,但缺乏参与和学习的基准.
研究的目的:
- 建立儿童参与和学习电路构建挑战的基准.
- 为了比较具有和没有先前父母指导的游戏经验的儿童之间的参与和学习成果.
- 为了研究父母和孩子的互动风格和孩子的STEM表现之间的关系.
主要方法:
- 利用以前收集的关于儿童参与和学习电路构建任务的数据.
- 结合了参与和学习的基线测量,而没有先前的游戏经验.
- 结果与来自自由游戏环境的数据进行了比较,父母更具指令性.
主要成果:
- 当父母在自由游戏期间指挥时,孩子的参与度较低,而没有先前的经验.
- 孩子们在与父母一起玩电路块后表现出更好的表现和因果解释.
- 父母在STEM活动中的互动风格与孩子的参与和挑战表现有关.
结论:
- 在STEM游戏中,父母与孩子的互动极大地影响了孩子的后续参与和学习.
- 共同的游戏体验,而不是指导性的指导,似乎更有利于持续的参与.
- 研究结果强调了支持性,非指导性互动对于培养儿童STEM技能的重要性.
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