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

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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]
Copyright of Journal of Early Childhood Literacy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
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DbLabel: Education Research Complete
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AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Immersive planetarium and science center experiences as catalysts for literacy learning.
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  Data: 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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  Data: <i>Copyright of Journal of Early Childhood Literacy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189688100
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    Identifiers:
      – Type: doi
        Value: 10.1177/14687984251384396
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 993
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Field research
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Imagination
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      – SubjectFull: Experiential learning
        Type: general
      – SubjectFull: Science
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      – SubjectFull: Scientific observation
        Type: general
      – SubjectFull: Museums
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Exhibitions
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Immersive planetarium and science center experiences as catalysts for literacy learning.
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          Name:
            NameFull: Castek, Jill
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            NameFull: Fontes, Shiloe
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            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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            – TitleFull: Journal of Early Childhood Literacy
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