Explanatory Conversations and Young Children's Developing Scientific Literacy

By Jennifer Jipson. 2001

129 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/065d1ed02e625a13bc7427b43135a5ae507620af

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Citations in the corpus

Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science (2012, background): “Considerable potential for preschoolers’ informal science learning exists within the everyday routines of home and family (Callanan & Jipson, 2001; Crowley & Jacobs, 2002; Korpan, Bisanz, Bisanz, Boehme, & Lynch, 1997).”
Learning About Real Animals From Anthropomorphic Media (2016, background): “…consequences not only for early knowledge but also for developing early scientific interest (Crowley & Jacobs, 2002), both of which can provide the necessary support for later achievement in formal scientific knowledge (Callanan & Jipson, 2001; Jacobs & Bleeker, 2004; Strike & Posner, 1992).”
Shared scientific thinking in everyday parent‐child activity (2001, background): “Several studies have reported that parents and children engage in meaningful explanatory conversations during dinner table conversations, cooking projects, and other activities (Callanan & Jipson, 2001; Callanan & Oakes, 1992; Shrager & Callanan; 1991; Snow & Kurland, 1996).”
From teachers to testers: How parents talk to novice and expert children in a natural history museum (2007, background): “Family conversations in museums have been identified as potential mechanisms as well as outcome measures of domain knowledge and understanding (Callanan & Jipson, 2001; Leinhardt, Crowley, & Knutson, 2002).”
How Parent Explanation Changes What Children Learn from Everyday Scientific Thinking. (2007, background): “Children in everyday settings often participate in scientific thinking in the company of their parents (Callanan & Jipson, 2001) where they negotiate the goals for problem solving, the strategies they use, and their criteria for completion.”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Parents also engage their child in supportive conversations around their child’s interest (Callanan & Oakes, 1992; Callanan & Jipson, 2001; Chouinard, 2007).”