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Taking Science Home: Connecting Schools and Families Through Science Activity Packs for Young Children

机译：将科学带回家：通过面向幼儿的科学活动包，将学校和家庭联系起来

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摘要

A Framework for K-12 Science Education indicates that introducing young children to scientific and engineering practices, core disciplinary ideas, and crosscutting concepts during the early years is essential for the development of conceptual understanding in science. Unfortunately, science is infrequently included in preschool and primary classrooms, and parents are sometimes uncomfortable engaging their children in science. This article describes the development and initial evaluation of "family science activity packs " as an intervention to fill this void. The study examined four research questions focused on families' use of the packs, parental questions, children's inquiry behaviors, and the nature of parent and children's reactions to the packs. Questionnaires sent to families regarding the packs and videos of families completing the activities were analyzed using descriptive statistics and qualitative methods. Findings suggest that take-home activity packs have the potential to teach science in a motivating manner and spur further interest in science. However, parent questioning and wait-time impacted the quality of students' responses. A discussion of how family science activities potentially result in high-quality discourse is presented, and implications and suggestions for further research and pack development are reviewed.
机译：K-12科学教育框架指出，早年向幼儿介绍科学和工程实践，核心学科思想和贯穿各领域的概念对于发展科学中的概念性理解至关重要。不幸的是，学前班和小学教室很少包含科学知识，而且父母有时不愿让孩子参与科学知识。本文介绍了“家庭科学活动包”的开发和初步评估，以填补这一空白。该研究检查了四个研究问题，这些问题集中在家庭对包装的使用，父母的问题，孩子的询问行为以及父母和孩子对包装的反应的性质。使用描述性统计数据和定性方法对发送给家庭的有关完成活动的家庭的包装和视频的问卷进行了分析。研究结果表明，带回家的活动包有潜力以激励方式教授科学，并激发人们对科学的进一步兴趣。但是，家长的提问和等待时间影响了学生的回答质量。讨论了家庭科学活动如何可能导致高质量的论述，并讨论了进一步研究和包装开发的意义和建议。

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