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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
Language: English
Authors: Jill Castek (ORCID 0000-0001-8628-710X), Shiloe Fontes (ORCID 0000-0001-5158-848X)
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
FullText Text:
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  Data: Immersive Planetarium and Science Center Experiences as Catalysts for Literacy Learning
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  Data: <searchLink fieldCode="AR" term="%22Jill+Castek%22">Jill Castek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8628-710X">0000-0001-8628-710X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shiloe+Fontes%22">Shiloe Fontes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5158-848X">0000-0001-5158-848X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2025 25(4):993-1010.
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  Data: 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
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Recreational+Facilities%22">Recreational Facilities</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Astronomy%22">Astronomy</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teaching+Centers%22">Science Teaching Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Programs%22">Science Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
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  Data: 10.1177/14687984251384396
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  Data: 1468-7984<br />1741-2919
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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.
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  Data: EJ1490642
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        Value: 10.1177/14687984251384396
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 993
    Subjects:
      – SubjectFull: Recreational Facilities
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Science Education
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      – SubjectFull: Astronomy
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      – SubjectFull: Young Children
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Science Teaching Centers
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      – SubjectFull: Science Programs
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      – SubjectFull: Multiple Literacies
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Universities
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      – SubjectFull: Museums
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      – SubjectFull: Arizona
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      – TitleFull: Immersive Planetarium and Science Center Experiences as Catalysts for Literacy Learning
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              Type: published
              Y: 2025
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