Scientific Phenomena in Museum Programs: Using Video to Observe Young Children's Explanations

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

Abstract

Objectives. More research is needed that helps us understand the range of ways preschool-age children are capable of doing science, especially their early experiences with making sense of scientific phenomena through evidence-based explanations (Monteira & Jimenez-Aleixandre, 2015; Siry et al., 2012). Designed environments can play a key role in supporting visitor’s engagement in science practices. Many studies have focused primarily on interactivity in museum exhibits and the actions visitors might take when engaged with exhibits that mirror features of science practices (NRC, 2009). However, these studies did not clarify the important role science phenomena play in understanding children’s engagement in science practices. Engagement with a scientific phenomenon is what allows children to begin gathering the data they need to construct explanations. How can museum programs engage young children in evidence-based explanations through the introduction of astronomical phenomena?

Methods. Four workshops were implemented, three-times each, at a small children’s museum, taught by the same educator. Participants were 3-5 years old. Each workshop was attended by an average of 12 children (SD=5). Our coding process used an analytic framework for science practices developed initially based on prior science practices literature and refined based on our own ongoing program of research on preschool-aged children’s engagement in science practices in informal settings. Each program was video recorded, using multiple camera angles, for later analysis. After each workshop implementation, the authors coded the video, then met with the educator to discuss changes to improve children’s opportunity to engage in science practices. Each video was iteratively coded by both authors, with all evidence-based practices discussed to improve reliability and validity.

Findings. Phenomena took a central role in how children engaged in evidence-based explanations during the museum program. First, children used their observations of both first-hand and second-hand data sources as evidence for both descriptive and occasionally causal explanations for astronomical phenomena. Second, children used their physical and social environment as they supported claims and generate models using evidence. Children moved between verbal and gestured modalities, as well as manipulating their physical environment, as they connected evidence to claims about phenomena. These emergent findings suggest that young children draw on evidence from visual observations of scientific phenomena but indicate their use of that evidence to support scientific claims through the use of multiple modalities as they co-construct explanations in informal settings. Video-based observational methodology was critical in revealing these findings as we a) followed trends from children’s initial entry point to the phenomena to their final construction of an explanation and b) combined verbal and gestured modalities in coding of children’s use of evidence.

Authors

• Julia D. Plummer, Pennsylvania State University

• Amy Rene Ricketts, The Pennsylvania State University