Shared scientific thinking in everyday parent‐child activity

By Kevin Crowley, M. Callanan, Jennifer Jipson, Jodi Galco, Karen Topping, Jeff Shrager. 2001

407 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5458d2772a0a41365ae608e7609563d0540b7f1e

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In Developmental and Educational Psychology

Citations in the corpus

Learning from others: children's construction of concepts. (2009, background): “Excellent examples of this approach include: Jipson & Callanan (2003); Crowley et al. (2001a); Sandhofer, Smith, & Luo (2000).”
Supermarket Speak: Increasing Talk Among Low-Socioeconomic Status (2015, background): “For example, children’s museums encourage children and parents to collaborate, solve problems, generate and interpret evidence, build theories together, and converse (Crowley & Callanan, 1998; Crowley et al., 2001).”
From teachers to testers: How parents talk to novice and expert children in a natural history museum (2007, background): “Researchers found that even partial or fragmentary “explanatoids” can provide the necessary support to foster children’s early understanding of complex scientific concepts (Crowley et al., 2001).”
From Everyday to Scientific Observation: How Children Learn to Observe the Biologist’s World (2009, background): “parents routinely assume responsibility for explaining their children’s observations during shared activity in everyday settings (Ash, 2003; Callanan & Oakes, 1992; Crowley et al., 2001).”
Young children’s arithmetic strategies in social context: How parents contribute to children’s strategy development while playing games (2004, background): “Although strategies of scientific reasoning, per se, were not directly investigated in these studies, Crowley et al. (2001a, 2001b) reported that parents often talked to their children about how to select and encode relevant information.”
From Seeing to Observing: How Parents and Children Learn to See Science in a Botanical Garden (2017, background): “Other commonly used verbal strategies include highlighting and describing evidence that is important to notice at science exhibits (Crowley et al., 2001; Stevens&Hall, 1997; Szechter &Carey, 2009), making connections between an ongoing activity and a child’s prior experience (Ash, 2004a; Crowley & J”
How Parent Explanation Changes What Children Learn from Everyday Scientific Thinking. (2007, background): “What does parent explanation look like in the context of everyday scientific thinking? In a recent study, families visiting a children's museum were videotaped as they used an interactive exhibit (Crowley et al., 2001).”
Parent Guidance of Young Children’s Scientific and Mathematical Reasoning in a Science Museum (2016, background): “Research indicates that children who engage in ‘‘explanatory talk’’ with parents gain better conceptual understanding of the concepts, stay engaged with the exhibit longer, and explore more deeply (Callanan 2012; Crowley et al. 2001).”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Research has shown that parents seem sensitive to the need to respond to their child’s curiosity questions (although they do not always provide correct information; Crowley et al., 2001).”
Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View (2008, background): “, 1998), referred to learning as a process and emphasized the way people learn independently of the content they learn (Allen, 2002; Ash, 2004; Crowley et al., 2001; Leinhardt & Knutson, 2004).”
Parents' Attitudes Towards Science and their Children's Science Achievement (2014, background): “…ways in which parents can support science learning, the literature to date has mostly examined how parental attitudes towards science influence learning experiences in museums and science centres since they provide a good environment for studying family scientific thinking (Crowley et al., 2001).”