Poster #39 - Rocket Launching and Raceways: The Role of Caregivers in Playful STEM Learning at Museums

• In Event: Poster Session 13

Abstract

Research on playful learning (Skene et al., 2022; Weisberg, Hirsh-Pasek, & Golinkoff, 2013) is providing evidence of play as a pedagogical tool both within classrooms (Parker, et al., 2022) and informal learning spaces (Hirsh-Pasek, 2021; Medina & Sobel, 2020). Within classrooms, research on playful learning often focuses on student-teacher interactions, while equivalent research on playful learning in informal learning spaces (ILS) such as science centers and children’s museums has focused on the role of caregivers in supporting learning outcomes (Fender and Crowley, 2007; Medina and Sobel, 2020).
This study contributes this line of investigation by focusing on caregiver-child dynamics at STEM exhibits in ILS. We aim to better understand how aspects of the informal environment, (i.e., STEM focused exhibits) interact with caregiver-child dynamics, supporting a spectrum of playful learning opportunities. The social and culturally relevant scaffolding provided by caregivers (Schlesinger et al., 2020; Vygotsky, 1978) has potential to support a more diverse audience accessing the same exhibit. Despite the pressing DEIA needs within informal STEM environments, little research has been done on the interaction between exhibit design and caregiver-child dynamics using a playful learning framework as a way to scaffold access to STEM. We propose an expanded spectrum of playful learning (Zosh et al., 2016) for use in informal contexts that considers the interaction between aspects of the exhibit and the observed role of caregivers in the playful STEM learning experience.
From March-August 2022, we conducted 300 onsite, direct observations across six geographic locations (FL, PA, CA, NM, MN, and OR) chosen based on community and institutional demography. One hybrid location, serving as both a children’s museum and science center was selected, along with five science centers and five paired children’s museums serving the same or nearby community. STEM focused exhibits aimed at ages 3-8 were selected for the naturalistic observations. To reduce sampling bias, event sampling was used where observers established an invisible threshold for participants to cross. Observations then followed one child, but recorded dyad dynamics for a maximum of twenty minutes. Paired observers were used to establish and maintain reliability.
We intend to use the findings to characterize caregiver-child interactions within a spectrum of playful learning as well as characterize STEM exhibits based on facilitation of playful learning. Initial and ongoing analysis includes thematic-coding (Gibbs, 2007; Hsieh and Shannon, 2005) and team-based collaborative, discussion-based analysis as a reflexive analytical process (Braun and Clarke, 2019; 2022). Further qualitative analysis will include a Framework analysis (Gale et al., 2013; Spencer et al., 2013) approach as we iteratively categorize the role of caregivers within the proposed Playful Learning Spectrum for STEM Exhibits and associated relevant aspects (e.g., exhibit materials, relevancy of content to local environment, and outcome of engagement) of the STEM exhibit. In the presentation we will provide an overview of our Framework of Playful Learning in STEM and present findings on the role of caregivers in supporting playful learning.

Author

• Kelly L Hoke, Oregon State University - Corvallis
  Presenting Author