Parents' Metacognitive Knowledge: Influences on Parent-Child Interactions in a Science Museum Setting
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| Title: | Parents' Metacognitive Knowledge: Influences on Parent-Child Interactions in a Science Museum Setting |
|---|---|
| Language: | English |
| Authors: | Thomas, Gregory P., Anderson, David |
| Source: | Research in Science Education. Jun 2013 43(3):1245-1265. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 21 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Museums, Science Education, Parent Child Relationship, Parents, Metacognition, Knowledge Level, Learning Processes, Influences |
| DOI: | 10.1007/s11165-012-9308-z |
| ISSN: | 0157-244X |
| Abstract: | Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents' and their children's metacognition in such settings is still in its infancy. This is despite an individual's metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents' metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children's thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2013 |
| Accession Number: | EJ1003078 |
| Database: | ERIC |
| Abstract: | Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents' and their children's metacognition in such settings is still in its infancy. This is despite an individual's metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents' metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children's thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings. |
|---|---|
| ISSN: | 0157-244X |
| DOI: | 10.1007/s11165-012-9308-z |
