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Autor/inn/enMills, Candice M.; Danovitch, Judith. H.; Mugambi, Victoria N.; Sands, Kaitlin R.; Pattisapu Fox, Candice
Titel"Why Do Dogs Pant?": Characteristics of Parental Explanations about Science Predict Children's Knowledge
QuelleIn: Child Development, 93 (2022) 2, S.326-340 (15 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Mills, Candice M.)
ORCID (Danovitch, Judith. H.)
ORCID (Sands, Kaitlin R.)
ORCID (Pattisapu Fox, Candice)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0009-3920
DOI10.1111/cdev.13681
SchlagwörterBiology; Parent Role; Knowledge Level; Predictor Variables; Parent Influence; Epistemology; Parent Child Relationship; Verbal Ability
AbstractUsing a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; M[subscript age] = 38; 84% female, 16% male; 67% having completed college) of children ages 7-10 (M[subscript age] = 8.92; 47% female, 53% male; 58% White, 9.5% Black, 9.5% Asian) provided answers to eight "how" and "why" questions about biology. Parents used a number of different approaches to address the questions, including providing more mechanistic responses to "how" questions and more teleological responses to "why" questions. The characteristics of parental explanations--most notably, how frequently parents provided correct responses--predicted children's performance on measures of verbal intelligence and biological knowledge. Additional exploratory analyses and implications for children's learning are discussed. (As Provided).
AnmerkungenWiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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