Starting with Parents: Investigating a Multi-Generational, Media-Enhanced Approach to Support Informal Science Learning for Young Children.

Parents have a strong influence on young children's science learning. Factors such as parental education, interest, and child-directed speech influence how children perceive and engage with science. While the role of informal early learning settings in providing a space for parents and children to engage with science has been documented, the power of joint parent–child engagement in adult-oriented learning programs has been largely unexplored. This article explores a media-enhanced model designed to support family science within adult-oriented programs serving populations with low incomes. Families in these communities possess limited economic resources and social capital for engaging in traditional science settings. The model integrates promising features to improve science engagement for families with low incomes, such as staggered instruction, media modeling, and facilitated instruction. In this study, educators introduced science ideas to parents enrolled in adult education classes using "activity sets" that included animated videos, a digital game, and hands-on activities. Afterwards, parents used the activity sets to explore the same science ideas with their children, either in a facilitated family education setting, or at home on their own. Researchers collected qualitative data through event observations, parent interviews, parent focus groups, and educator interviews. They collected quantitative data through post-event parent surveys. Findings suggest that the model effectively promotes parents' and children's engagement with science and has the potential to increase adult comfort and confidence with family science. [ABSTRACT FROM AUTHOR]

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