Exploring Children's Interest by Using Video Data in a Science Museum

• In Event: 42.072 - Observational Methodologies Across Informal Learning Spaces

Abstract

In informal learning environments, which afford more choices to the learner and provide inventive resources (Barron, 2002; Falk & Dierking, 2000), the role of interest is more emphasized. The traditional approach to investigating interest depends on self-reported data such as surveys or interviews (e.g., Maltese & Harsh, 2015). However, such self-report approaches have limitations (Renninger & Bachrach, 2015). In terms of interest, understanding context is important, because interest is based on interactions between learners and contexts (Hidi, 1990). Self-reporting data, however, cannot include what happened in what situation surrounding when learning happens. Additionally, interest is not static but rather mutational as it can develop throughout different phases (Hidi & Renninger, 2006). As self-reporting data is usually collected once after learning happens, it is difficult to include how interest is triggered or developed during learning experiences. Instead, video-based observational data can be used to investigate children’s interest because it includes verbal conversation, behaviors, and facial expressions. In this regard, we designed our study to rely on video data to investigate parent-child interactions related to science learning and science interest development.

RQ: How did parent-child interaction support developing their science interests?

The study setting is at a hands-on children’s science museum, located in Pennsylvania, USA. In the museum, we studied one-hour family visits with two phases of activity: (a) free exploration and (b) making activity. Researchers used video cameras to record their activities as well as GoPro point-of-view cameras attached to children and parents. Video data records were analyzed with a coding framework based on the Hidi and Renninger (2006) model for interest development. Video data collected were content-logged (Jordan & Henderson, 1995) in order to conduct a multi-discourse analysis (Kress, 2011). This paper focuses on Caleb, 10 year-old boy, and his father Dan.

The findings indicate that how parent-child share and support their interest for each other, and how they collaboratively engage in learning activity. For example, Caleb tended to express his interests. When they were given the museum’s abstract map, Caleb said “I like physics, nature, and energy the most, so I think I should hit these three first.” This shows that Caleb explicitly expressed his interest in specific science areas. When Caleb expressed his interest like these, his father always let him do whatever he wanted. Thus Caleb got opportunities to explore the areas that he had interests.
Putting in effort even when frustration happens is one indicator of having interest (Hidi & Renninger, 2006). Beyond being a follower, Dan helped Caleb overcome challenges during the activity as a co-player. When Dan and Caleb co-built a ball roller-coaster (Figure 1), it did not work and Caleb was frustrated. Then, Dan tried to explore reasons and helped Caleb to think how to resolve this challenge.

The significance of this study includes how interactions in museum can support or hinder children’s science interest. When parent co-work and co-think with children about the activity and challenge, they may maintain their interest and engagement more. This study also suggests that how to use video analysis to explore family interaction and interest.

Authors

• Yong Ju Jung, The Pennsylvania State University

• Heather Toomey Zimmerman, The Pennsylvania State University