The PLUS factors of family science
The PLUS factors of family science
复制标题
家庭科学的优点
DOI：
10.1080/09500690116754
复制
发表时间：
2001
影响因子：
2.3
通讯作者：
M. Watts
中科院分区：
文献类型：
--
作者：
M. Watts
本文通过让学童及其家庭成员参与天文学项目工作，探索了一种半正式干预公众学习和理解科学(PLUS)的方式。混血一代的“家庭团队”参加了儿童小学的两个“家庭科学之夜”，并承诺在其间的六周时间里处理和报告以家庭为基础的项目。这些项目需要家庭团队在他们的学习中进行合作，结果是非常积极的，就提高了对天文学的兴趣和享受而言。对研究数据的评估考虑了三个层面的结果：(I)一般评估意见；(Ii)所涉家庭团队的收获；以及(Iii)公众对科学的普遍理解的收获。这项研究提出了一些问题，并强调，特别是在这样一个复杂的背景下，很难评估准确的学习成果。
This paper explores a semi-formal intervention in the public learning and understanding of science (PLUS) by involving school children and their family adults in project work in astronomy. Mixed generation 'family teams' attended two 'Family Science Evenings' at the children's primary schools and undertook to tackle and report on home-based projects over the intervening six week period. The projects required the family teams to collaborate in their learning and the results, in terms of enhanced interest and enjoyment of astronomy, were very positive. The evaluation of the research data considers outcomes at three levels: (i) general evaluative comments, (ii) gains for the family teams involved; and (iii) gains in the general public understanding of science. The research raises a number of issues, and highlights that, particularly in such a mixed context as this, precise learning gains are difficult to assess.