Aquarium Conversations: Linking Parental Elaborative Talk to Child STEM Talk During and After Informal Learning

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Attention, Learning, Memory

Abstract

Children’s first opportunities for STEM learning often occur in informal learning environments (ILEs) such as aquaria, science centers, and museums, where they engage in elaborative conversations about science with parents (Haden, 2010; Rowe & Kisiel, 2012). Early, elaborative conversations between parents and children are critical for young children’s scientific learning (Callanan, 2012) and may have long-term impacts on science interest and transfer of scientific knowledge. This study examined parental elaborative style during informal STEM learning at an aquarium and its relations to parent, child, and family background variables (RQ1). We also tested whether parent elaboration predicted child participation in STEM-related talk at the aquarium and transfer to home reminiscing conversations (RQ2).

The sample included 63 children (32 girls; Mage= 5.8 years) and their parents (36 mothers and 27 fathers; 30% in science careers) from diverse racial and socioeconomic backgrounds. Parent-child dyads explored an aquarium exhibit and researchers audio recorded their conversations. Parents reported family background information via survey. Twenty-five families recorded and returned home conversations after the aquarium visit. Audio recorded conversations were transcribed verbatim. Parental elaborative talk during the aquarium was measured using Reese et al.’s (1993) elaboration coding (wh-questions, elaborative statements, yes/no questions, repetitions). Child STEM talk in aquarium and home conversations was measured using Kelly et al.’s (2020) science, technology, math, and biological (STMB) talk coding. Parent and child evaluations of their informal learning experience were coded in the home conversations using Pagano et al.’s (2019) value talk scheme. Table 1 presents codes, definitions, examples, and reliability.

For RQ1, we examined the frequencies of parent elaboration variables (Table 2). On average, parents used more elaborative statements and yes/no questions than wh-questions and repetitions. We also examined the relations between parent elaboration and key background variables (child age and gender, parent gender, education and career, and family income). ANCOVA (Table 2) revealed only parent gender was significant, with fathers providing more wh-questions, yes/no questions, and repetitions than mothers, controlling for visit length.

For RQ2, we conducted a series of multiple linear regressions to predict separately child aquarium STMB talk, home STMB talk, and dyad value talk based on parent gender, elaborative talk (sum of wh-questions and statements), yes/no questions, and repetitions. Using the stepwise method, results revealed that parent elaborative talk explained a significant amount of the variance in the child aquarium STMB talk (F(1, 47) = 9.904, p = .003, R2 = .17, R2Adjusted = .16); and parent yes/no questions explained a significant amount of variance in both child home STMB talk, (F(1, 10) = 5.104, p = .047, R2 = .34, R2Adjusted = .27), and dyad value talk at home, (F(1, 10) = 5.945, p = .035, R2 = .37, R2Adjusted = .31). Findings suggest a role for more developmentally friendly yes/no questions, perhaps especially those that request the child’s opinion during their ILE experience (e.g., “Parent: (Do) you think it’s somebody’s house?” Child “I think it’s the fishy’s house.”), in the transfer of young children’s informal STEM learning and interest.

Authors

• Lizbeth Millan, California State University, Long Beach
  Non-Presenting Author

• Kimberly R. Kelly, California State University - Long Beach
  Presenting Author

• Grace Ocular, Loyola University Chicago
  Non-Presenting Author