Relationships among Parent-Child Interaction in a Children's Museum, Parents' Attitudes toward, Facilitation of, and Perceptions of Children's Interest in Early Science Learning, and Young Children's Science Learning

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Autor/in	Lin, Bin
Titel	Relationships among Parent-Child Interaction in a Children's Museum, Parents' Attitudes toward, Facilitation of, and Perceptions of Children's Interest in Early Science Learning, and Young Children's Science Learning
Quelle	(2023), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-7948-3
Schlagwörter	Hochschulschrift; Dissertation; Children; Parents; Museums; Interaction; Parent Child Relationship; Childhood Interests; Science Interests; Learning; Young Children; Learning Processes; Science Education; Early Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Child; Kind; Kinder; Eltern; Museum; Museumswesen; Museen; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lernen; Frühe Kindheit; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Frühbeginn
Abstract	Current research has shown the importance and benefits of early science education for children's learning and development, particularly informal science learning. In informal learning spaces such as museums, parents can play an important role in facilitating and supporting children's science learning. However, existing studies often fail to consider the role of parents' attitudes toward, facilitation of, and perception of children's interest in science learning on parent-child interactions and young children's science learning. Therefore, my study plans to address this limitation by investigating parent-child interactions in the context of a children's museum and parents' attitudes toward, facilitation of, and perceptions of children's interest in early science learning, as well as how they affect young children's science learning. Vygotsky's sociocultural theory attempts to understand children's learning during their interactions with parents and emphasizes the important role of parents as knowledgeable and competent helpers and supporters. This study employs a Vygotskian lens to study how children learn and develop through their interactions with parents in the museum. A mixed-method design is employed to construct a more comprehensive understanding of my research questions which could not be reached by either method alone. While a qualitative research method is necessary to analyze the process of parent-child interactions, both qualitative and quantitative methods are required to measure parents' attitudes toward, facilitation of, perception of children's interest in science learning and their moderation effect on young children's science learning. Findings showed that compared with Parent Leading and Child Leading approaches, Parent-child Collaboration demonstrates its advantages and can help children choose better exploration approaches, increase their inference/explanation levels, and provide better responses to anomalous data. The results of quantitative and qualitative analyses showed a significant impact of parents' attitudes toward, facilitation of, and perception of children's interest in science learning on early science learning and its moderation effect on the relationship between parent-child interactions and young children's science learning. The findings presented in this study offer new avenues for researchers, parents, as well as museum educators to consider for improving early science learning. Based on these results, researchers may consider investigating possible interventions to support parents' use of a Parent-child Collaboration approach based on the influential factors explored in this study. The findings may also encourage parents to provide more science enrichment activities for young children and engage in more collaboration and interaction with their children. Last, they may also guide museum educators towards pairing exhibits with booklets or flyers including background information, question prompts, and activity tips. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01