Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection

Maria Marcus*, Pirko Tõugu, Catherine A. Haden, David H. Uttal

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity.

Original languageEnglish (US)
Pages (from-to)e1075-e1084
JournalChild development
Volume92
Issue number5
DOIs
StatePublished - Sep 1 2021

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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