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A Building Block for Science Talk: Educational TV Supports Parent-Child Conversations during an Engineering Activity

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Title: A Building Block for Science Talk: Educational TV Supports Parent-Child Conversations during an Engineering Activity
Language: English
Authors: James Alex Bonus (ORCID 0000-0001-5173-6411), Miriam Brinberg, Rebecca A. Dore, Blue Lerner, Julia M. Wilson, Nina Freiberger, Adam Rini
Source: Developmental Psychology. 2025 61(3):432-445.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Television, Parent Child Relationship, Interpersonal Communication, Engineering, Questioning Techniques, Science Activities, Young Children, Parents, Hands on Science, Age Differences, Speech
DOI: 10.1037/dev0001911
ISSN: 0012-1649
1939-0599
Abstract: We investigated the impact of parents' open-ended questions during collaborative science activities. Specifically, we randomly assigned 116 parents (69.8% mothers; 89.7% White) and their 4- to 7-year-old children (50.9% girls; 87.9% White) to watch science television before or after completing an engineering activity. Using sequence analysis, we examined the conversational exchanges elicited by parents' open-ended questions. Two patterns emerged: "knowledge elaboration sequences" occurred when children formulated science explanations, and "knowledge gap sequences" occurred when children revealed their lack of knowledge. Watching science television before (vs. after) the engineering activity promoted knowledge elaboration sequences but had no impact on knowledge gap sequences. These patterns did not vary according to children's age. Collectively, our results offer empirical support for the notion that parents' open-ended questions elicit two types of responses from children during collaborative science activities. Furthermore, our results suggest that science television might serve as a conversational support during those activities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502399
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22James+Alex+Bonus%22">James Alex Bonus</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5173-6411">0000-0001-5173-6411</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miriam+Brinberg%22">Miriam Brinberg</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+A%2E+Dore%22">Rebecca A. Dore</searchLink><br /><searchLink fieldCode="AR" term="%22Blue+Lerner%22">Blue Lerner</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+M%2E+Wilson%22">Julia M. Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22Nina+Freiberger%22">Nina Freiberger</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Rini%22">Adam Rini</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. 2025 61(3):432-445.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 10.1037/dev0001911
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  Data: 0012-1649<br />1939-0599
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  Data: We investigated the impact of parents' open-ended questions during collaborative science activities. Specifically, we randomly assigned 116 parents (69.8% mothers; 89.7% White) and their 4- to 7-year-old children (50.9% girls; 87.9% White) to watch science television before or after completing an engineering activity. Using sequence analysis, we examined the conversational exchanges elicited by parents' open-ended questions. Two patterns emerged: "knowledge elaboration sequences" occurred when children formulated science explanations, and "knowledge gap sequences" occurred when children revealed their lack of knowledge. Watching science television before (vs. after) the engineering activity promoted knowledge elaboration sequences but had no impact on knowledge gap sequences. These patterns did not vary according to children's age. Collectively, our results offer empirical support for the notion that parents' open-ended questions elicit two types of responses from children during collaborative science activities. Furthermore, our results suggest that science television might serve as a conversational support during those activities.
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        StartPage: 432
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      – SubjectFull: Educational Television
        Type: general
      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Engineering
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      – SubjectFull: Questioning Techniques
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      – SubjectFull: Young Children
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      – SubjectFull: Parents
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      – SubjectFull: Age Differences
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      – SubjectFull: Speech
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      – TitleFull: A Building Block for Science Talk: Educational TV Supports Parent-Child Conversations during an Engineering Activity
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