Investigating parents’ views about science learning and involvement in their children’s science learning through a parental science learning group

• Main Authors: Yi-Ting Cheng, 鄭一亭
• Other Authors: Huey-Por Chang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/06475168943722302942

博士 === 國立彰化師範大學 === 科學教育研究所 === 98 === Recent years have seen increased attention being given to informal science education. Science learning should be omnipresent in the mundane lives of the students. Besides from the campus lives, family also plays an important role in the students’ lives, whether mentally or physically. The purpose of this study was to explore parents’ views about involvement in their children’s’ education and in what ways they are so involved, and also to assist parents to understand and implement science learning at home through a parental science learning project. Two parental science learning groups, targeting the family member (usually a parent) most involved with the child’s education were set in two elementary schools. Forty three volunteer parents took part in this study. Fortnightly group meetings of 2 hours’ duration were arranged from October 2008 to March 2010. Based on parents’ needs, a PI (Parent Involvement) Model was developed for parents to share, discuss and reflect on their views about involvement in their children’s science learning. Afterwards, two parents and their children were videotaped engaging with science activities to investigate their interaction at home. Data were collected primarily by means of taking field-notes, questionnaires, videotaping meetings, interviews and artifacts. Hermeneutics was adopted as a methodology to describe parents’ changes in the perspectives and practices about science learning and involvement in their children’s science learning. The results revealed a number of factors affecting a parent’s decision to participate in their children’s learning. The types of participation that motivated parents’ choice were discussed. The factors and outcomes in the parental participation decision were also presented. It was also found that parents appreciated the importance of science learning and understood the importance of family involvement in children’s science learning. Moreover, parents considered and overcame some restrictions when they implemented science activities with children at home. An Intervention and Change Model of Parental Involvement (ICMPI) which fit our parents was emerged form these parents involvement practices. Furthermore, the findings could reflect the characteristics of the effective parental professional development project. Meanwhile, in the context of parental science learning group, parents gained the supports and facilitations form other parents and university researchers.