引导活动工具包影响家长对儿童STEM游戏的脚手架

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-01-18 DOI:10.1016/j.learninstruc.2025.102082

Karen L. Bierman , Lynn S. Liben , Meg Small , Jennifer Connell , Brenda Heinrichs , Jessica Menold , Scarlett Miller , Morgan Mannweiler

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引用次数: 0

摘要

成人可以在引导游戏中促进幼儿的STEM技能学习，但可能需要支持，以纳入STEM谈话（STEM词汇和科学探究），并减少指令管理。目的：我们评估了(1)在父母帮助学龄前儿童构建木结构时，指导性活动套件对父母STEM谈话和指导管理的影响；(2)指导性活动套件对接受较少（较多）正规教育的父母是否特别有效。样本参与者是75位拥有高中（27%）或大学（73%）学历的父母，以及他们的孩子(年龄= 4.82岁；49%的女孩)。方法给每个家庭发放5个活动包，其中包含10周的木结构建筑材料。通过随机分配，工具包要么是“引导”的(包括嵌入的故事、父母提示和扩展想法；N = 50)或“基本”(相同的建设活动，没有指导特征；n = 25)。在干预前后，评估了父母参与STEM谈话和指导管理的比率，同时评估了父母解决新建筑挑战的情况。结果干预对家长STEM谈话和指导管理均无显著影响。然而，对STEM谈话的影响有所缓和：在干预后评估中，接受指导活动工具包的教育程度较低的父母比接受基本工具包的父母发表了更多的STEM谈话。为亲子游戏设计的自我引导STEM活动工具包对促进一些父母的STEM谈话有效，这与先前的研究中更好的STEM结果有关。

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Guided activity kits impact parents’ scaffolding of child STEM play

Background

Adults can promote the STEM skill learning of young children during guided play but may need support to incorporate STEM talk (STEM vocabulary and scientific inquiry) and reduce directive management.

Aims

We evaluated (1) the impact of guided (vs. basic) activity kits on parents’ STEM talk and directive management as parents helped their preschoolers construct wooden structures and (2) whether guided activity kits were especially effective for parents with less (vs. more) formal education.

Sample

Participants were 75 parents with high school (27%) or college (73%) degrees, and their children (M_age = 4.82 years; 49% girls).

Methods

Families received five activity kits containing materials for building wooden structures over 10 weeks. By random assignment, kits were either “guided” (included embedded stories, parent tips, and extension ideas; n = 50) or “basic” (identical construction activities without guidance features; n = 25). Parents’ rates of STEM talk and directive management were assessed while dyads solved novel building challenges before and after the intervention.

Results

No main effect of intervention appeared on parent STEM talk or directive management. However, a moderated effect on STEM talk emerged: parents with less formal education assigned to guided activity kits produced significantly more STEM talk at the post-intervention assessments than did those given basic kits. Self-guiding STEM activity kits designed for parent-child play are effective for boosting some parents’ STEM talk that has been linked to better STEM outcomes in prior research.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.