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Legare CH, Ooi YJ, Elsayed Y, Barnett A. Designing museum exhibits to support the development of scientific thinking in informal learning environments: A university-museum-community partnership. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 66:169-195. [PMID: 39074921 DOI: 10.1016/bs.acdb.2024.06.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
Our objective is to scaffold the natural behaviors that support scientific thinking and STEM learning in children through museum exhibit design and development. Here, we describe a collaborative research-to-practice initiative called "Designing Museum Exhibits to Support the Development Scientific Thinking in Informal Learning Environments: A University-Museum-Community Partnership," in which we document natural behavior in the context of children's informal learning environments and detail our plans to translate our findings into exhibit development. This initiative is part of a long-standing university (UT Austin, Center for Applied Cognitive Science), museum (Thinkery-Austin Children's Museum), and community (Austin's Early Learner Community) partnership called Thinkery Connect. Our first aim here is to review best practices in STEM exhibit design that fosters scientific thinking. We will then describe the design of a study on exhibit signage to promote scientific thinking development. We will also discuss our plans to develop and evaluate exhibit signage in context. Our long-term objective is to deepen engagement in activities that build scientific thinking for visitors at children's museums like Thinkery, at home, and in the community.
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Affiliation(s)
- Cristine H Legare
- Center for Applied Cognitive Science, Department of Psychology, The University of Texas at Austin.
| | - Yee Jie Ooi
- Center for Applied Cognitive Science, Department of Psychology, The University of Texas at Austin
| | - Yousef Elsayed
- Center for Applied Cognitive Science, Department of Psychology, The University of Texas at Austin
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Fillol A, Wallerich L, Larose MP, Ferron C, Rivadeneyra-Sicilia A, Vandentorren S, Brandler-Weinreb J, Cambon L. The Influence of Educational Determinants on Children's Health: A Scoping Review of Reviews. Public Health Rev 2024; 45:1606372. [PMID: 38903869 PMCID: PMC11188304 DOI: 10.3389/phrs.2024.1606372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Accepted: 04/24/2024] [Indexed: 06/22/2024] Open
Abstract
Objectives: Education is one of the most important social determinants shaping the development and wellbeing of children. The purpose of this review of reviews is to inform policymakers, practitioners and public health stakeholder involved in developing child-friendly policies outside of the healthcare system. Methods: We carried out a scoping review of reviews. It included 32 reviews. Results: We identified four main categories of educational determinants in relation to children's health: 1) the organization and structure of educational activities, 2) the interpersonal relations in the educational facilities and structures, 3) the spatial environment of educational facilities and structures, 4) social inequalities in the educational facilities and structures. This last category highlighted the capacity of education system to act on inequalities derived from the way social structures are organized. Conclusion: We suggest a conceptual framework for action which distinguishes structural determinant (gender, race, social class, etc.) and structuring determinant (public policy, systems of governance, organization of cultures/values consideration). Finally, we discuss on how these social structures and structuring determinants influence the intermediary educational determinants collated in the review.
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Affiliation(s)
- Amandine Fillol
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
| | - Louise Wallerich
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
| | - Marie-Pier Larose
- INVEST Flagship Research Center, Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | | | | | - Stéphanie Vandentorren
- University of Bordeaux, INSERM, BPH, U1219/PHARES, Bordeaux, France
- Santé Publique France, Paris, France
| | - Jessica Brandler-Weinreb
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
| | - Linda Cambon
- University of Bordeaux, Institut National de la Santé et de la Recherche Médicale (NSERM), Bordeaux Population Health (BPH), U1219, Méthodes de Recherche Interventionnelle pour la Santé des Populations (MéRISP), Population Health Translational Research (PHARES)/Equipe Labellisée Ligue Contre le Cancer, Centre d’Investigation Clinique 1401/Centre Hospitalier Universitaire de Bordeaux, Service de Prévention, Institut de Santé Publique, d’Épidémiologie et de Développement (ISPED)/Chaire Prévention, Bordeaux, France
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Giancola M, Palmiero M, Pino MC, Sannino M, D’Amico S. How Do Children "Think outside the Box"? Fluid Intelligence and Divergent Thinking: A Moderated Mediation Study of Field Dependent-Independent Cognitive Style and Gender. CHILDREN (BASEL, SWITZERLAND) 2024; 11:89. [PMID: 38255402 PMCID: PMC10814549 DOI: 10.3390/children11010089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2023] [Revised: 01/03/2024] [Accepted: 01/09/2024] [Indexed: 01/24/2024]
Abstract
The interplay between fluid intelligence (Gf) and divergent thinking (DT) has widely characterized current research in the psychology of creativity. Nevertheless, the evidence on the main factors involved in this association during childhood remains a matter of debate. Present research has addressed the interplay between Gf and DT, exploring the mediating role of a field dependent-independent cognitive style (FDI) and the moderating effect of gender in 101 children (Mage = 8.02; SDage = 1.43). Participants carried out Raven's Colored Progressive Matrices, the Children Embedded Figure Test, and the Alternative Uses Task. The results revealed the mediating effect of FDI in the association between Gf and DT, providing evidence that this cognitive style represents a function of controlled mental processes underpinned by Gf, which are useful to thinking divergently. In addition, the findings reported that the interplay between FDI and DT was moderated by gender, suggesting that the impact of FDI on DT was stronger among boys. Through a multidimensional approach, these current research findings provide further insight into the primary children's factors involved in the ability to find alternative solutions and think divergently.
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Affiliation(s)
- Marco Giancola
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, 67100 L’Aquila, Italy; (M.G.); (M.C.P.); (M.S.)
| | | | - Maria Chiara Pino
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, 67100 L’Aquila, Italy; (M.G.); (M.C.P.); (M.S.)
| | - Marta Sannino
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, 67100 L’Aquila, Italy; (M.G.); (M.C.P.); (M.S.)
| | - Simonetta D’Amico
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, 67100 L’Aquila, Italy; (M.G.); (M.C.P.); (M.S.)
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Asem M, Narayanasamy S, Ahmad M, Kadar M, Hairol MI. Association between Visual Perception and Socioeconomic Status in Malaysian Preschool Children: Results from the Test of Visual Perceptual Skills-4. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10040749. [PMID: 37189998 DOI: 10.3390/children10040749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 04/10/2023] [Accepted: 04/13/2023] [Indexed: 05/17/2023]
Abstract
Visual perception in children can be evaluated using the Test of Visual Perceptual Skills-4th edition (TVPS-4) with normative data developed for the U.S. population. It is widely used by healthcare practitioners in Malaysia, despite reports that children in Asia outperform their U.S. peers in visual perception assessment. We compared TVPS-4 scores among 72 Malaysian preschool children (mean age: 5.06 ± 0.11 years) with U.S. norms and investigated the association between socioeconomic factors and TVPS-4 scores. Malaysian preschoolers had significantly higher standard scores (116.60 ± 7.16) than the U.S. norms (100 ± 15; p < 0.001). They also had significantly higher scaled scores (between 12.57 ± 2.10 and 13.89 ± 2.54) than the U.S. norms (10 ± 3, all p < 0.001) for all subtests. Multiple linear regression analyses revealed that socioeconomic variables were not significant predictors for five visual perception subtests and the overall standard score. The visual form constancy score could be predicted by ethnicity (β = -1.874, p = 0.03). The visual sequential memory score could be predicted by the father's employment status (β = 2.399, p < 0.001), mother's employment status (β = 1.303, p = 0.007), and low household income (β = -1.430, p < 0.037). In conclusion, Malaysian preschoolers outperformed their U.S. peers in all TVPS-4 subtests. Socioeconomic variables were associated with visual form constancy and visual sequential memory, but not with the other five subtests or TVPS-4's overall standard scores.
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Affiliation(s)
- Mariah Asem
- Centre for Community Health Studies (ReaCH), Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Sumithira Narayanasamy
- Centre for Community Health Studies (ReaCH), Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Mahadir Ahmad
- Centre for Community Health Studies (ReaCH), Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Masne Kadar
- Centre for Rehabilitation and Special Needs Studies (iCaRehab), Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Mohd Izzuddin Hairol
- Centre for Community Health Studies (ReaCH), Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
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Yang Y, Conde Santiago S, Lasc D, Hershkovich A, Grove L. Informal STEM learning: Examples from everyday spatial behaviors. Front Psychol 2023; 14:1117771. [PMID: 36968694 PMCID: PMC10036415 DOI: 10.3389/fpsyg.2023.1117771] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 02/14/2023] [Indexed: 03/12/2023] Open
Abstract
IntroductionExtensive research has shown a close relationship between spatial abilities and success in STEM disciplines because many STEM problems often require students to reason about spatial information. Everyday spatial behaviors may predate and facilitate the development of spatial skills. Therefore, the current study examined children’s everyday spatial behaviors and their associations with broader child development outcomes and individual differences.MethodsBased on previous research, we developed an everyday spatial behaviors questionnaire for children (ESBQC). A total of 174 parents and their children aged 4–9 years old participated. In ESBQC, parents rated how much difficulty their children experience with different spatial behaviors, such as putting together a puzzle, retracing a route, or hitting a moving ball.ResultsFactor analysis revealed 8 components in ESBQC. The internal reliabilities were relatively high. ESBQC was positively correlated with age but not with sex. Furthermore, ESBQC predicted sense of direction, even after considering age and bias associated with parent reports.DiscussionOur questionnaire may provide a useful tool for parents and other stakeholders to better understand everyday spatial behaviors and encourage interest and competence in spatial skills, ultimately promoting STEM learning in informal, everyday settings.
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Student Experiences and Changing Science Interest When Transitioning from K-12 to College. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12070496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Student attitude and involvement in the sciences may be positively or negatively influenced through both formal academic experiences and informal experiences outside the classroom. Researchers have reported that differences in science interest between genders begin early in a student’s career and that attitudes towards a particular field of science can be correlated to achievement in that field. In this study, we approach the question of how attitudes towards science have been shaped using college-age students. Survey data from students in similar academic positions were employed to control for differences in cultural and academic progress. Results from a self-reflection survey indicated that general personal interest in both science as a process and field-specific content increased from elementary school through high school until entering college. Differences arose between self-identified genders in student experiences with science, both while in groups and when on their own. Female students had higher rates of participation and enjoyment with science in groups, while male students more frequently enjoyed science alone. Students, regardless of gender, rarely had negative experiences with science outside of the classroom. However, male students’ interest in science surpassed female students’ during high school. Declining interests in quantitative aspects of science (mathematics and statistics) were more frequently reported by female students and non-STEM majors during and before their college experience. Connecting student attitudes regarding science to their pre-college experiences with science early in their college career may be important to understanding how to best engage all genders, as well as non-STEM majors, in their college science courses.
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