Promoting children's science, technology, engineering, and mathematics learning at home through tinkering and storytelling.

This study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old ( = 8.03) children were observed via Zoom.

Advancing opportunities for children's informal STEM learning transfer through parent-child narrative reflection.

This study examined whether families' conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.

Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children.

Using a design-based research approach, we studied ways to advance opportunities for children and families to engage in engineering design practices in an informal educational setting. 213 families with 5-11-year-old children were observed as they visited a tinkering exhibit at a children's museum during one of three iterations of a program posing an engineering design challenge. Children's narrative reflections about their experience were recorded immediately after tinkering.

Promoting children's learning and transfer across informal science, technology, engineering, and mathematics learning experiences.

This study investigated ways to support young children's science, technology, engineering, and mathematics (STEM) learning and transfer of knowledge across informal learning experiences in a museum. Participants were 64 4- to 8-year-old children (M = 6.55 years, SD = 1.