Engaging Caregivers in Making: The Role of Physical and Social Settings in Museum-Based Making and Tinkering Activities
Engaging Caregivers in Making: The Role of Physical and Social Settings in Museum-Based Making and Tinkering Activities
复制标题
让看护者参与制作：物理和社会环境在博物馆制作和修补活动中的作用
DOI：
10.1080/10645578.2020.1863056
复制
发表时间：
2021
期刊：
影响因子：
1.5
通讯作者：
Wells, David
中科院分区：
文献类型：
--
作者：
Letourneau, Susan M.;McMillan Culp, Katherine;Wells, David
许多研究都记录了创客体验对儿童学习的影响，但很少有人研究看护者如何参与博物馆的创客活动，既作为孩子学习的促进者，又作为自己的学习者。这项定性研究对 88 名在科学博物馆参加一系列制作和修补活动的护理人员进行了观察和采访。物理环境（包括工具和材料的安排和熟悉程度）和社会环境（包括促进者与儿童和照顾者的互动）的各个方面影响家庭是否参与以及照顾者扮演的角色（观察、促进或创造）。在这些角色中，看护者描述了作为学习者的受益——通过注意到孩子的能力和兴趣、学习支持孩子学习的新方法或培养他们自己的创造力。研究结果强调了博物馆可以用来创建包容性创客活动的策略，这些活动认识到护理人员在家庭探访期间的多种角色和动机。
Many studies have documented the impact of maker experiences on children’s learning, but few have examined how caregivers participate in maker activities in museums, both as facilitators of their children’s learning and as learners in their own right. This qualitative study involved observations and interviews with 88 caregivers participating in a range of making and tinkering activities at a science museum. Aspects of the physical setting (including the arrangement and familiarity of tools and materials) and social setting (including facilitators’ interactions with children versus caregivers) influenced whether families participated and the roles that caregivers played (observing, facilitating, or making). Across these roles, caregivers described benefitting as learners — by noticing their children’s abilities and interests, learning new ways to support their children’s learning, or fostering their own creativity. The results highlight strategies that museums can use to create inclusive maker activities that recognize caregivers’ many roles and motivations during family visits.