Add to ORKGThis study examined the effects of direct instruction and parent-child conversation on children\u27s STEM learning, transfer abilities, and remembering. A total of forty mothers and their 5- to 6-year-old children (M = 5.87) participated in this study. Mother-child dyads were randomly assigned to one of two conditions that differed in the amount of engineering information they received prior to engaging in a building activity in a museum exhibit. The provision of engineering information fostered dyads building activities and their long-term recall of the museum visit. Implications for museum research and practice are discussed
Informal learning outside of school is crucial for a child\u27s development. Children\u27s museums, ...
Until now Children\u27s Museum experiences have been considered primarily in terms of children. Stud...
Many prior studies conducted in museums have focused primarily on exhibits as the main objects for l...
This study examined the effects of direct instruction and parent-child conversation on children\u27s...
The effects of parent–child conversation and object manipulation on children’s learning, transfer of...
This study investigated ways to support young children’s STEM learning and ability to generalize the...
Includes bibliographical references (pages [115]-119).This study expands our understanding of family...
Effective interaction and inquiry are an essential source for children’s learning about science in a...
Research on the impact of guided investigation, including verbal guidance strategies, has expanded i...
Although there is increasing interest in mathematics learning in informal settings, there is still l...
Educators and researchers suggest that informal learning activities in museums, libraries, and famil...
The aim of this qualitative study was to examine how parents use exhibits’ features during a family ...
Museums provide supportive spaces for families to practice talking together. Although studies have s...
Museums provide supportive spaces for families to practice talking together. Although studies have s...
Teaching and Learning Department capstone project (EDUC 3680, Capstone Seminar, Professor Kristen We...
Informal learning outside of school is crucial for a child\u27s development. Children\u27s museums, ...
Until now Children\u27s Museum experiences have been considered primarily in terms of children. Stud...
Many prior studies conducted in museums have focused primarily on exhibits as the main objects for l...
This study examined the effects of direct instruction and parent-child conversation on children\u27s...
The effects of parent–child conversation and object manipulation on children’s learning, transfer of...
This study investigated ways to support young children’s STEM learning and ability to generalize the...
Includes bibliographical references (pages [115]-119).This study expands our understanding of family...
Effective interaction and inquiry are an essential source for children’s learning about science in a...
Research on the impact of guided investigation, including verbal guidance strategies, has expanded i...
Although there is increasing interest in mathematics learning in informal settings, there is still l...
Educators and researchers suggest that informal learning activities in museums, libraries, and famil...
The aim of this qualitative study was to examine how parents use exhibits’ features during a family ...
Museums provide supportive spaces for families to practice talking together. Although studies have s...
Museums provide supportive spaces for families to practice talking together. Although studies have s...
Teaching and Learning Department capstone project (EDUC 3680, Capstone Seminar, Professor Kristen We...
Informal learning outside of school is crucial for a child\u27s development. Children\u27s museums, ...
Until now Children\u27s Museum experiences have been considered primarily in terms of children. Stud...
Many prior studies conducted in museums have focused primarily on exhibits as the main objects for l...