Influence of Parents' Views about Science on Parent-Child Science Talk at Home

Autor/inn/en	Setioko, Wahyu; Ding, Lin
Titel	Influence of Parents' Views about Science on Parent-Child Science Talk at Home
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 13 (2023) 3, S.195-215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Setioko, Wahyu) ORCID (Ding, Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2022.2153094
Schlagwörter	Parent Attitudes; Parent Influence; Parent Child Relationship; Interpersonal Communication; Science Activities; Foreign Countries; Interaction; Parent Role; Teaching Methods; Informal Education; Social Influences; Cultural Influences; Indonesia + Suchen Sie Ihr Suchwort? Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Ausland; Interaktion; Parental role; Elternrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Indonesien
Abstract	This study explores parents' views of science as a family sociocultural background that influences how parents support children's science talk as they engage in a science activity together at home. We focus on Indonesian families as they have distinct sociocultural characteristics that may yield different parent-child interactions than their Western counterparts in informal science learning settings. A microethnography approach and thematic discourse analysis are employed to capture the parent-child science talk and interactions. Findings show that Indonesian parent--child interactions are directive and collectivist in nature. Parents tend to lead learning at home, and the other family members voluntarily participate. Through their science talks, Indonesian parents engaged children in the science activity using explanatory talk, corrective feedback, and real-world connections. Throughout the interactions, the parents emphasized particular science knowledge and practices based on their views of science. We present three cases where the parents viewed science as a hypothesis-testing practice, as knowledge related to everyday phenomena, and as an inference-making process. Their talks and support for children's learning varied due to these different views of science. The study adds to the limited literature on parent-child interactions in informal science learning in non-Western contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01