The ‘Why’ and ‘How’ of Engaging Parents in Their Children’s Science Learning in Informal Contexts: Theoretical Perspectives and Applications

Lee, Ai Noi; Nie, Youyan

doi:10.1007/978-3-319-16390-1_5

Cited by 43 publications

(3 citation statements)

References 75 publications

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“…To improve parental support for children"s science learning outside school, parents" beliefs about their role in the education of their children, their sense of efficacy for supporting their children"s learning, and their beliefs about the opinions of the child and school about their involvement need to be addressed (Hoover-Dempsey & Sandler, 1997;Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, 2005). We should awaken parents regarding the importance of their involvement in children"s learning of science through informal ways (Lee & Nie, 2015). For this end, teachers and schools should guide parents about what to do at home (Epstein, 1986;Hamlin & Flessa, 2018;Leithwood & Patrician, 2015), and establish well-designed programs of family and community partnerships (Epstein & Salinas, 2004).…”

Section: Resultsmentioning

confidence: 99%

“…It must be noted that the parents" level of selfefficacy for answering children"s science-related questions was mostly moderate or below in the current sample. As stated by Lee and Nie (2015), the low self-efficacy for science can hinder parents from involving in their children"s science education. Thus, it becomes critical that parents improve their own scientific understanding and efficacy to help their children learn basic science subjects.…”

Section: Discussionmentioning

confidence: 99%

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Children’s science learning outside school: Parental support

Çobanoğlu

Kumlu

2020

Turkish Journal of Education

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This study examined (a) the availability of basic science materials in children"s home environment, (b) the frequency of parents" involvement in informal science activities with their children, (c) the level of opportunities parents offered their children for learning basic science subjects, and (d) the effect of grade level on parental support for children"s science learning. In this cross-sectional survey study, data were collected from 735 parents in a city in the north region of Turkey. Results revealed that most children did not have basic science materials at home. Parental support for making science trips was especially low. The parents supported their children"s learning most in the area of health, security, and nutrition. The MANOVA results indicated that the parents of middle school children supported their children significantly less to do science and nature activities compared to the parents of preschool and elementary school children. The middle school children were also less likely to be supported by their parents to learn science subjects related to matter, energy, and livings compared to preschool children. The parents of preschool children offered more opportunities for their children to learn science subjects related to sky compared to the parents of elementary and middle school children.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Children’s science learning outside school: Parental support

Çobanoğlu

Kumlu

2020

Turkish Journal of Education

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show abstract

“…They can have a positive influence on motivation and self-regulation in learning (Lee and Nie, 2015). Older people who have full-time employment are barriers to educational involvement in the family (Weiss, et al, 2003).…”

Section: Discussionmentioning

confidence: 99%