Parents explain more often to boys than to girls during shared scientific thinking
Parents explain more often to boys than to girls during shared scientific thinking
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DOI：
10.1111/1467-9280.00347
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发表时间：
2001-05-01
影响因子：
8.2
通讯作者：
Allen, E
中科院分区：
文献类型：
--
作者：
Crowley, K;Callanan, MA;Allen, E
幼儿的日常科学思维往往发生在亲子互动的背景下。在一项关于自然发生的家庭对话的研究中，在博物馆使用互动科学展品时，父母向男孩解释科学的可能性是女孩的三倍。尽管事实上父母同样有可能与他们的男孩和女孩谈论如何使用展品以及展品产生的证据，但这种解释上的差异还是发生了。研究结果表明，父母从事非正式的科学活动与他们的孩子可能会无意中有助于性别差距，在儿童的科学素养，以及之前，儿童遇到正式的科学教学在小学。
Young children's everyday scientific thinking often occurs in the context of parent-child interactions. In a study of naturally occurring family conversation, parents were three times more likely to explain science to boys than to girls while using interactive science exhibits in a museum. This difference in explanation occurred despite the fact that parents were equally likely to talk to their male and female children about how to use the exhibits and about the evidence generated by the exhibits. The findings suggest that parents engaged in informal science activities with their children may be unintentionally contributing to a gender gap in children's scientific literacy well before children encounter formal science instruction in grade school.