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|Title:||The Impact of a Media-Rich Science Curriculum on Low-Income Preschoolers' Science Talk at Home|
|Authors:||Penuel, William R.|
Gallagher, Lawrence P.
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Penuel, W. R., Bates, L., Pasnik, S., Townsend, E., Gallagher, L. P., Llorente, C., & Hupert, N. (2010). The Impact of a Media-Rich Science Curriculum on Low-Income Preschoolers' Science Talk at Home. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 238-245). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||While research suggests that educational television shows can contribute positively to a range of developmental outcomes for preschoolers, few preschool curricula make use of digital content to teach science. This study explored the impact of a curriculum that integrated hands-on activities with digital content from two public television shows aimed at introducing preschoolers to science, Peep and the Big Wide World and Sid the Science Kid. Impact was measured using parent reports of 398 low- income children's science talk using a random assignment design, where preschool teachers were assigned to implement either the media-rich science curriculum or a literacy curriculum. Results indicated that the science curriculum had a positive impact on caregivers' reports of children's talk about science. Though the study's outcome measure is an indirect measure of learning, the study suggests the potential for this and other media-rich curricula for introducing preschoolers to science.|
|Appears in Collections:||ICLS 2010|
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