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Exploring How Families Do Science Together: Adult-Child Interactions at Community Science Events

机译：探索家庭如何一起做科学：社区科学活动中的成年子女互动

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Promoting family learning around science represents an important opportunity to reinforce science learning during out-of-school time. Evidence suggests that parent-child discourse around science can promote inferential thinking by children and help solidify their understanding of science concepts. While teacher professional development that promotes the type of discourse that encourages student inquiry is trending, interventions that assist parents in developing the same types of learning talk skills are scarce. In this descriptive study, family discourse was observed at a series of events at community centers that promote science learning, such as the zoo and the library. These events were part of a large-scale professional development program designed to transform teaching and learning around PK-3 science. Families were scored on their interaction, discourse, and use of "talk moves " using the Discourse, Interaction, and Inquiry in Family Science rubric. The results demonstrate that the events promoted family discourse and interaction in a manner dependent on the activity context. Implications for teachers and design of family science learning activities are discussed.
机译：促进围绕科学的家庭学习是在课余时间加强科学学习的重要机会。有证据表明，围绕科学的亲子论述可以促进儿童的推理能力，并有助于巩固他们对科学概念的理解。虽然发展促进话语类型以鼓励学生探究的教师专业发展正在发展，但缺乏帮助父母发展相同类型的学习口语技能的干预措施。在这项描述性研究中，在社区中心的一系列活动中观察到家庭话语，这些活动促进了科学学习，例如动物园和图书馆。这些事件是大规模专业发展计划的一部分，该计划旨在改变PK-3科学的教学方式。使用家庭科学标题中的话语，互动和探究对家庭的互动，话语和“谈话动作”的使用进行评分。结果表明，这些事件以取决于活动背景的方式促进了家庭话语和互动。讨论了对教师的影响和家庭科学学习活动的设计。

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