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 |
| 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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