Family STEM Time: Understanding When and How Parents and Children Engage in STEM at Home

• In Event: Creating Inclusive Learning Environments That Empower Families to Learn Together

Abstract

This paper describes a study that examined whether and when families engage in activities (STEM and non-STEM) together at home. Utilizing experience sampling methods, 25 caregivers completed multiple daily surveys day across a two-week period. Caregivers described how they and their child(ren) interacted throughout the day. Results suggest that families interact in a variety of activities, with different patterns emerging on weekdays (e.g., focus on schoolwork) compared to evenings and weekends (e.g., focus on recreation and chores). STEM activities were integrated into formal school-related activities (e.g., homework), informal activities (e.g., games and technology use), and daily life (e.g., cooking, chores). Our findings have implications for the design of STEM activities that can be used at home during shared family time.

Authors

• Kelli M. Paul, Indiana University

• Adam V. Maltese, Indiana University

• Jungsun Kim, Indiana University

• Amber Simpson, Binghamton University - SUNY

• Lauren Penney

• Peter N. Knox, University of Vermont