A building block for science talk: Educational TV supports parent-child conversations during an engineering activity.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2025-01-13 DOI:10.1037/dev0001911

James Alex Bonus, Miriam Brinberg, Rebecca A Dore, Blue Lerner, Julia M Wilson, Nina Freiberger, Adam Rini

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引用次数: 0

Abstract

We investigated the impact of parents' open-ended questions during collaborative science activities. Specifically, we randomly assigned 116 parents (69.8% mothers; 89.7% White) and their 4- to 7-year-old children (50.9% girls; 87.9% White) to watch science television before or after completing an engineering activity. Using sequence analysis, we examined the conversational exchanges elicited by parents' open-ended questions. Two patterns emerged: knowledge elaboration sequences occurred when children formulated science explanations, and knowledge gap sequences occurred when children revealed their lack of knowledge. Watching science television before (vs. after) the engineering activity promoted knowledge elaboration sequences but had no impact on knowledge gap sequences. These patterns did not vary according to children's age. Collectively, our results offer empirical support for the notion that parents' open-ended questions elicit two types of responses from children during collaborative science activities. Furthermore, our results suggest that science television might serve as a conversational support during those activities. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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科学谈话的基石：教育电视在工程活动中支持亲子对话。

我们调查了家长开放式问题对合作科学活动的影响。具体来说，我们随机分配了116名父母(69.8%是母亲；89.7%白人)及其4至7岁的子女(50.9%女孩；87.9%白人)在完成一项工程活动之前或之后看科学电视。使用序列分析，我们研究了父母开放式问题引发的对话交流。出现了两种模式：在儿童进行科学解释时出现了知识阐述序列，在儿童表现出知识缺失时出现了知识缺口序列。在工程活动之前（vs.之后）观看科学电视节目促进了知识精化序列，但对知识缺口序列没有影响。这些模式并没有随着孩子的年龄而变化。总的来说，我们的结果为父母的开放式问题在合作科学活动中引起儿童两种类型的反应这一概念提供了实证支持。此外，我们的研究结果表明，在这些活动中，科学电视可能作为会话支持。（PsycInfo Database Record (c) 2025 APA，版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.