Conceptualizing U.S. educational television as preparation for future learning

Abstract

ABSTRACT Children sometimes fail to transfer lessons gleaned from educational television. However, exposure to this content might impart foundational knowledge that facilitates children’s learning from subsequent formal instruction. This possibility is consistent with the predictions of a theoretical framework known as “preparation for future learning” (PFL). In the current experiment, 4- to 6-year-old children (N = 109) watched one of three educational science programs about buoyancy or a control program about magnification. Afterward, all children observed a live demonstration about buoyancy and participated in two assessments of learning (i.e. once after television exposure and again after the live demonstration). Children who watched the buoyancy programs performed better across more assessments than children who watched the control program. Unexpectedly, more consistent benefits emerged among children who watched animated (vs. live action) programs. These findings provided mixed support for the PFL framework, and recommendations for future research are provided. IMPACT SUMMARY Prior State of Knowledge: Children sometimes fail to transfer lessons gleaned from educational television. However, this content might impart foundational knowledge that facilitates children’s learning from subsequent formal instruction. This possibility is consistent with a theoretical framework called “preparation for future learning” (PFL). Novel Contributions: Children learned more from formal instruction about buoyancy after exposure to similar lessons in narrative-based science television programs about buoyancy. However, the pattern of results across outcomes provided mixed support for the PFL framework. Practical Implications: Scholars might consider applying certain aspects of the PFL framework to their research designs and theorizing. Parents and teachers might consider supplementing formal instruction with educational television.