When the Sun Sings Science, Are Children Left in the Dark? Representations of Science in Children's Television and Their Effects on Children's Learning.
How is educational information presented in children's science television shows, and how well do preschool viewers learn that information? A content analysis of 21 science programs for children (Study 1) found that half of the examined episodes taught science concepts by introducing and subsequently...
| Publicado en: | Human Communication Research Vol. 44; no. 4; pp. 449 - 473 |
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| Autores principales: | , |
| Formato: | Artículo |
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Oxford University Press / USA
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=132721447&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 132721447 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03603989 HUC jtl: Human Communication Research issn: 03603989 maglogo: N pubinfo: dt: Oct2018 vid: 44 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 132721447 10.1093/hcr/hqy009 ppf: 449 ppct: 24 formats: tig: atl: When the Sun Sings Science, Are Children Left in the Dark? Representations of Science in Children's Television and Their Effects on Children's Learning. aug: au: Bonus, James Alex Mares, Marie-Louise affil: School of Communication, The Ohio State University, Columbus, OH, USA Department of Communication Arts, University of Wisconsin-Madison, Madison, WI, USA su: Education Anthropomorphism Knowledge acquisition (Expert systems) Science fiction television programs Refutation (Logic) sug: subj: Education Administration of Education Programs Educational Support Services All Other Miscellaneous Schools and Instruction Anthropomorphism Knowledge acquisition (Expert systems) Science fiction television programs Refutation (Logic) keyword: child Conceptual Change Theory Fisch's Capacity Model knowledge acquisition misconceptions Refutation Science Knowledge television child Conceptual Change Theory Fisch's Capacity Model knowledge acquisition misconceptions Refutation Science Knowledge television ab: How is educational information presented in children's science television shows, and how well do preschool viewers learn that information? A content analysis of 21 science programs for children (Study 1) found that half of the examined episodes taught science concepts by introducing and subsequently refuting inaccurate ideas (e.g. clouds are made of cotton candy), and one-third depicted focal science concepts in anthropomorphic ways. An experiment (Study 2) tested the effects of exposure to such representations on preschoolers' science knowledge (N = 78). Despite existing concerns that refutation narratives might unintentionally teach children scientific misconceptions, no such degradations in knowledge occurred. However, children also showed no increases in factual knowledge (relative to a pre-test and to a no-exposure control group). In contrast, children exhibited more factual knowledge after watching episodes that contained anthropomorphic depictions of focal science concepts (relative to a pre-test and to the control group). Implications for existing theory are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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