Testing the Displacement Hypothesis: Parent Smartphone and Science Language During Informal Science Learning at an Aquarium

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-11 - Peer, Adult, and Parent–Facilitated Learning in Informal and Museum Settings

Abstract

Community science institutions (e.g., aquariums) are unique informal learning environments. This pilot study explored parents’ smartphone use during informal science learning and described parent's science language use at an aquarium. Children (N=20; Mage=4.95 years) and their parents were observed and audio recorded while exploring an aquarium exhibit. Verbatim language transcripts were coded for science- and smartphone-related language. Parents reported demographics and the degree of their smartphone use via survey. Results revealed a discrepancy between adults’ self-reported phone use and actual phone use. Preliminary analysis of two cases showed that the smartphone-free dyad used nearly three times as much science language as the dyad who used a smartphone. Implications for using photos during family reminiscing about aquarium visits are discussed.

Authors

• Kimberly Reynolds Kelly, California State University - Long Beach

• Grace Ocular, California State University - Long Beach

• Heidi C Alvarado, California State University - Long Beach

• Atazshii De’nee Austin, California State University - Long Beach

• Jo Brunton, California State University - Long Beach

• Eva Drexler, California State University - Long Beach