'Part of Our DNA': Intergenerational Family Learning in Informal Science

Autor/inn/en	Simmons, Jon; Campbell, Todd; Moss, David M.; Volin, John C.; Arnold, Chester; Cisneros, Laura M.; Chadwick, Cary; Dickson, David; Freidenfelds, Nicole
Titel	'Part of Our DNA': Intergenerational Family Learning in Informal Science
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 12 (2022) 4, S.360-373 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simmons, Jon) ORCID (Campbell, Todd) ORCID (Arnold, Chester) ORCID (Freidenfelds, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2022.2099032
Schlagwörter	Informal Education; Science Education; Teaching Methods; Moral Values; Intergenerational Programs; Conservation (Environment); Cultural Awareness; Diversity; Guidelines; Self Concept; Child Development; Social Development; Ethics; Academic Achievement; Parent Child Relationship; Case Studies; Self Esteem; Parks; Wildlife; Marine Education; Outcomes of Education + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Moral value; Ethischer Wert; Conservation; Environment; Konservierung; Bewahung; Umwelt; Cultural identity; Kulturelle Identität; Richtlinien; Selbstkonzept; Kindesentwicklung; Soziale Entwicklung; Ethik; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Case study; Fallstudie; Case Study; Self-esteem; Selbstaufmerksamkeit; Freizeitpark; Lernleistung; Schulerfolg
Abstract	Families create contexts for learning to enhance and support the interests of their children, while simultaneously teaching language, morals, and culture. This research examines intergenerational family teams engaged in a long-term conservation project in their community. Participants were interviewed during and after project completion with the central research purpose of exploring how the intersecting experiences of family members explain emerging family cultural learning pathways. Intergenerational family teams shared narratives which were then analyzed using the cultural learning pathways framework [Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5-6), 269-284. doi:10.1159/000345315] that we subsequently used to create family cultural learning pathways for each participating family. Family interactions are powerful influences on the identity development of children, not only in their academic development, but also in their moral, ethical, and social development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01