Date of Award

2014

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Abstract

This study examined the effects of direct instruction and parent-child conversation on children's STEM learning, transfer abilities, and remembering. A total of forty mothers and their 5- to 6-year-old children (M = 5.87) participated in this study. Mother-child dyads were randomly assigned to one of two conditions that differed in the amount of engineering information they received prior to engaging in a building activity in a museum exhibit. The provision of engineering information fostered dyads building activities and their long-term recall of the museum visit. Implications for museum research and practice are discussed.

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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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