How parent-child interaction types during shared book reading of online museum exhibits impacts performance on learning outcomes Public

Abstract

The education of students in STEM subjects has been a growing problem in recent years, leading to an increase in research on how to foster knowledge and interest in STEM, especially in school-aged children when interest and skills can be initially developed. Informal learning is a significant way that children learn and is typically informed by parental involvement. Specifically, shared book reading with a parent is a common way that children participate in informal learning, yet little is known about how parent-driven, child-driven, or hybrid (similar amounts of parent and child contributions) interactions while reading STEM materials together under informal learning settings impacts children’s performance on different learning outcomes. The present study examined how parent-driven, child-driven, or hybrid interaction styles during shared book reading of online museum exhibits impact children’s performance on three differentlearning outcomes. The stimuli were developed from actual exhibits from the Carlos Museum at Emory University and sessions were administered online from the participants’ homes to best recreate an informal learning environment. We summarize findings on how parent-child interaction styles impacted performance on the learning outcomes.

Table of Contents

Introduction.....................................................................................................1

Methods..........................................................................................................8

Results..........................................................................................................12

Discussion.....................................................................................................17

References.....................................................................................................22

About this Honors Thesis

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School	Emory College
Department	Psychology
Subfield / Discipline	Cognition and Development
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Psychology, Developmental
Mot-clé	online learning children online museum exhibits
Committee Chair / Thesis Advisor	Dr. Patricia Bauer, Emory University
Committee Members	Dr. Sarah Fankhauser, Emory University Dr. Arber Tasimi, Emory University

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