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 |
|---|---|
| Language: | English |
| Authors: | Jill Castek (ORCID |
| Source: | Journal of Early Childhood Literacy. 2025 25(4):993-1010. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Recreational Facilities, Computer Simulation, Science Education, Astronomy, Young Children, Learner Engagement, Science Teaching Centers, Science Programs, Multiple Literacies, Emergent Literacy, Universities, Museums |
| Geographic Terms: | Arizona |
| DOI: | 10.1177/14687984251384396 |
| ISSN: | 1468-7984 1741-2919 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490642 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1468-7984 1741-2919 |
| DOI: | 10.1177/14687984251384396 |
