Family Science Night

• In Event: Expanding Participation in Science and Technology Learning Through Novel Designs for Family Science Nights

Abstract

Objective: In the Science Everywhere project, we ask the question, “How can a neighborhood learn science together?” To examine this question, we have developed a sociotechnical learning environment focused on learners posting their thoughts, questions, and observations via a mobile social media app. Information from these posts are then displayed onto public interactive touch screens throughout the neighborhood. To examine family interactions around science, we developed Family Science Night (FSN), a gathering of families from local neighborhoods coming together to participate in science activities at their local schools and community groups.
Theoretical Framework: We draw on the concept of scientizing to understand how people engage in science learning on their own terms. Clegg and Kolodner (2014) define scientizing as the ability to ask questions about how the world works, searching to understand knowledge in the world, recognizing the gaps in one’s own understanding to accomplish goals, and investigating personal scientific questions. However, families may need help scientizing together. Luce et al. (2016) notes that families play an important role in informal science learning, but they need supports for productive exploration, inquiry, and sense making. To support families, we based FSN off Roque, Lin, and Liuzzi’s (2016) work on family computational workshops. FSN emphasizes 1) gathering families together for dinner; 2) providing an everyday science activity for families; 3) allowing families to collaborate and explore science together; and 4) having families post their ideas, questions, and thoughts about the activities.
Methods and Results: In years 2 and 3 of the Science Everywhere project, we implemented FSN across two neighborhoods in Maryland and Washington. In Maryland, we ran nine FSN sessions with 22 ethnically diverse families represented. Sessions were held mostly at a neighborhood church and several times at our local university campus. In Washington, we ran nine sessions of FSN with 10 ethnically diverse families. Sessions in Washington occurred in the local middle school in the cafeteria. In both locations we have collected data from video recordings, photographs, analytic memos, Science Everywhere postings, and interviews with children and parents. We will present case studies of family science interactions at FSN (Merriam, 2009). Preliminary analysis suggests that a range of scientizing and participation exists in FSN. Some families only wanted to scientize within their immediate family. In other situations, participants collaborated across families to scientize.
Significance: Our contribution focuses on how families come together to scientize. Much of the research on family science learning focuses mainly on the family as a single unit, with children working together with their immediate family (Luce et al., 2017; Zimmerman, Reeve, & Bell, 2009). We demonstrate that understanding how a neighborhood learns science together requires supporting engagement and collaboration across families. Finally, we uncover the affordances and challenges of technological innovations for supporting such family scientizing practices.

Authors

• Jason Yip, University of Washington - Seattle

• Tamara Lynnette Clegg, University of Maryland - College Park

• June Ahn

• Elizabeth Bonsignore, University of Maryland - College Park

• Lautaro Cabrera, University of Maryland - College Park

• Kelly Mills, University of Maryland - College Park

• Daniel Pauw, University of Maryland - College Park

• Caroline Pitt, University of Washington - Seattle

• Austin Beck, University of Maryland - College Park