Family Connections to Local Science Issues: How Scientists Use Questions to Engage Families in Personally-Relevant Learning during Science-Themed Workshops

Autor/inn/en	McClain, Lucy R.; Zimmerman, Heather Toomey
Titel	Family Connections to Local Science Issues: How Scientists Use Questions to Engage Families in Personally-Relevant Learning during Science-Themed Workshops
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 9 (2019) 2, S.154-170 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McClain, Lucy R.) ORCID (Zimmerman, Heather Toomey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2019.1584419
Schlagwörter	Workshops; Relevance (Education); Scientists; Questioning Techniques; Learner Engagement; Family Involvement; Facilitators (Individuals); Public Libraries; Cues; Outreach Programs; Informal Education; Conservation (Environment); Building Design; Community Education; Parent Child Relationship; Hands on Science; Prior Learning; Rural Areas; Municipalities; Community Characteristics; Water Quality; Video Technology; Interpersonal Communication; Teacher Role; Instructional Design + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Relevance; Relevanz; Scientist; Wissenschaftler; Befragungstechnik; Fragetechnik; Public library; Stadtbücherei; Öffentliche Bibliothek; Stichwort; Jobcoaching; Informelle Bildung; Nichtformale Bildung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Baugestaltung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Vorkenntnisse; Rural area; Ländlicher Raum; Magistrat; Wasserqualität; Interpersonale Kommunikation; Lehrerrolle; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This study investigates how scientist-led educational programs, held in libraries, can make local science issues relevant to families. Given the need for an educated citizenry, it is important to explore if scientists -- as learning facilitators -- can use educational strategies to engage intergenerational groups. We view family learning from a sociocultural perspective where parent-child interactions and sensemaking practices are the focus of our analysis. We analyzed three water quality-themed workshops held at public libraries consisting of 25 hours of video data. With a focus on 17 participant family groups, we closely examined the influence of questions asked by three different scientists (each leading a workshop) to understand how the structure of these questions supported or did not support the families in sensemaking conversations. Our findings revealed a relationship between the types of questions the scientists asked and families' talk related to the program content. Specifically, three questioning patterns emerged that either supported or hindered family connecting conversations: (1) family-focused question prompts, (2) scientist-focused question prompts (anti-questions), and (3) closed-ended question prompts. Our analysis illustrates that personally-relevant family learning about science in their community is supported by conversational opportunities for families to make connections between science and their shared experiences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01