An exploration of an informal robotics / art program in a children’s STEAM museum

• In Event: Science Education Oral Session 1

Abstract

Children across the country visit science centers and museums every day, therefore, it is reasonable to study these settings to see if and how learning occurs. These informal situations allow children to learn about STEAM (science, technology, engineering, arts, and mathematics) outside of a traditional classroom. Because many children participate in such activities, museums are interested in the outcomes of their programming, particularly special programs offered in addition (sometimes for an additional fee) to the permanent exhibits and interactives. This type of research is important because parents are turning to STEAM centers to supplement their children’s learning outside of the traditional classroom space. Classroom researchers should be aware of and consider the potential impact of these informal programs on their studies. The purpose of this paper is to explore how parents and children interact to learn about robotics within the child’s zone of proximal development (ZPD). This study is narrowly focused on a single program implemented three times to a total of five families, and it seeks to explore how parents play a role in their child’s developing knowledge of robotics. This paper will address the following research questions:
1. How do parents and children co-construct knowledge about robotics in a children’s STEAM museum program?
2. How do parents promote or hinder learning within the children’s zone of proximal development (ZPD) while participating in an educational program for families?

Author

• Sarah Harris, University of Texas at Austin