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.
Recommended Citation
Marcus, Maria, "Effects of Instruction and Parent-Child Conversation on Children's Stem Learning and Transfer" (2014). Master's Theses. 2630.
https://ecommons.luc.edu/luc_theses/2630
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
Copyright © 2014 Maria Marcus
