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Immersive planetarium and science center experiences as catalysts for literacy learning.

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Bibliographic Details
Title: Immersive planetarium and science center experiences as catalysts for literacy learning.
Authors: Castek, Jill1 (AUTHOR), Fontes, Shiloe2 (AUTHOR) sfontes@arizona.edu
Source: Journal of Early Childhood Literacy. Dec2025, Vol. 25 Issue 4, p993-1010. 18p.
Subject Terms: *School environment, *Qualitative research, *Teaching methods, *Field research, *Learning strategies, *Literacy, *Imagination, *Experiential learning, Science, Scientific observation, Museums, Thematic analysis, Exhibitions
Geographic Terms: United States
Abstract: This article explores immersive learning experiences for young learners in a planetarium setting. These experiences open new learning possibilities and ignite children's inquiry and imagination. The authors describe a naturalistic observational study that examines two immersive planetarium programs for young children. Data was collected as observational reflections that captured children's interactions and questions. By analyzing reflections alongside our observations, insights were revealed about expansive literacy process associated with immersive learning. Implications surface the benefits and drawbacks of immersive learning experiences in planetariums and offer design considerations museum for programming specifically aimed at young children in all ages museums and science centers. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article explores immersive learning experiences for young learners in a planetarium setting. These experiences open new learning possibilities and ignite children's inquiry and imagination. The authors describe a naturalistic observational study that examines two immersive planetarium programs for young children. Data was collected as observational reflections that captured children's interactions and questions. By analyzing reflections alongside our observations, insights were revealed about expansive literacy process associated with immersive learning. Implications surface the benefits and drawbacks of immersive learning experiences in planetariums and offer design considerations museum for programming specifically aimed at young children in all ages museums and science centers. [ABSTRACT FROM AUTHOR]
ISSN:14687984
DOI:10.1177/14687984251384396