Matching Items (2)
Description
A total of 154 families were included in the larger study in which this study is situated. A sub-sample of 32 parent-child dyads (balanced in terms of parent and child gender and ethnicity) were randomly selected for in-depth content analysis of transcript and video data. The fourth-grade students and their parents were recruited from elementary schools, community recreation centers, and public libraries. Each dyad participated in six science activities while researchers audio and video recorded sessions, which were then transcribed and coded for expressions of encouragement and discouragement. Parents filled out questionnaires while children were interviewed. Parents did not report that science was more important for one gender over the other. A significant difference in encouragement and discouragement based on child gender was not found. A significant difference in encouragement based on parental beliefs was not found, but a significant difference in discouragement based on parental beliefs was found. Neither parental beliefs nor parental behaviors predicted how children rated interest in the science activities they participated in. The implications and limitations of this study are discussed.
ContributorsMessinger, Kayla Lorrie-Lee (Author) / Sandrin, Susannah (Thesis director) / Seeley, Bridget (Committee member) / Barrett, The Honors College (Contributor) / College of Letters and Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2015-05
Description
Science communication to the public can help create informed citizens and help bolster professional creativity and skills. A method for exploring this discourse is through art and multimedia. In this study, online educational videos were created to test whether specific misconceptions about biological evolution could be effectively addressed while also engaging the viewer. Two short videos (~5 minutes total) were created and hosted on a website where participants could access the videos. Survey questions were provided before and after the videos to test participants' learning abilities. Additional survey questions asked for participants' opinions and experiences with the videos to gauge engagement. Overall improvement was observed in participants' learning and engagement with the videos but with variable levels of understanding and suggestions for better experience. Future work will focus on improving the quality of the video content as well as the level of engagement between participants and media.
ContributorsRuiz, Cuathemoc Reyes Cesar Abram (Author) / Sandrin, Susannah (Thesis director) / Kinzig, Ann (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2015-05