What Do Mothers Learn from Children's Science Television?
Mothers and their 4- to 5-year-old children (N = 46) watched one of two versions of an educational science television show. One version modeled didactic instruction (i.e., imparting factual knowledge), whereas the other version modeled inquiry instruction (i.e., encouraging investigation). Children...
| Publicado en: | Journal of Broadcasting & Electronic Media Vol. 65; no. 2; pp. 228 - 248 |
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| Autores principales: | , |
| Formato: | Artículo |
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Broadcast Education Association
May2021
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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=152059185&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 152059185 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 08838151 JBE jtl: Journal of Broadcasting & Electronic Media issn: 08838151 maglogo: N pubinfo: dt: May2021 vid: 65 iid: 2 pid: 86 pub: Broadcast Education Association artinfo: ui: 152059185 10.1080/08838151.2021.1925281 ppf: 228 ppct: 20 formats: tig: atl: What Do Mothers Learn from Children's Science Television? aug: au: Watts, Judy Bonus, James Alex affil: School of Communication, The Ohio State University, Columbus, Ohio, USA su: Sid the Science Kid (TV program) Self-efficacy Parent-child relationships Attitudes of mothers Science television programs Education of mothers sug: subj: Self-efficacy Parent-child relationships Attitudes of mothers Science television programs Education of mothers Sid the Science Kid (TV program) ab: Mothers and their 4- to 5-year-old children (N = 46) watched one of two versions of an educational science television show. One version modeled didactic instruction (i.e., imparting factual knowledge), whereas the other version modeled inquiry instruction (i.e., encouraging investigation). Children struggled to learn from either video. However, the video that modeled didactic instruction taught mothers new factual information, and the video that modeled inquiry instruction increased mothers' instructional self-efficacy. Despite these improvements, neither video changed the way that mothers discussed science with their children during a related activity. Recommendations for future research and for content creators are provided. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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