Dataset Information

"Why do dogs pant?": Characteristics of parental explanations about science predict children's knowledge.

ABSTRACT: Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; M_age = 38; 84% female, 16% male; 67% having completed college) of children ages 7-10 (M_age = 8.92; 47% female, 53% male; 58% White, 9.5% Black, 9.5% Asian) provided answers to eight how and why questions about biology. Parents used a number of different approaches to address the questions, including providing more mechanistic responses to how questions and more teleological responses to why questions. The characteristics of parental explanations-most notably, how frequently parents provided correct responses-predicted children's performance on measures of verbal intelligence and biological knowledge. Additional exploratory analyses and implications for children's learning are discussed.

SUBMITTER: Mills CM

PROVIDER: S-EPMC9292766 | biostudies-literature | 2022 Mar

REPOSITORIES: biostudies-literature

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"Why do dogs pant?": Characteristics of parental explanations about science predict children's knowledge.

Mills Candice M CM Danovitch Judith H JH Mugambi Victoria N VN Sands Kaitlin R KR Pattisapu Fox Candice C

Child development 20211012 2

Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; M<sub>age</sub> = 38; 84% female, 16% male; 67% having completed college) of children ages 7-10 (M<sub>age</sub> = 8.92; 47% female, 53% male; 58% White, 9.5% Black, 9.5% Asian) provided answers to eight how and why questions about biology. Parents used a nu ...[more]

PMID: 34637139

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Project description:Background: Environmental tobacco smoke (ETS) exposure in children ranks one of the major public health problems in our time. Poor parental knowledge, attitude, and practice (KAP) on ETS often contribute to worse exposure of the kids. Thus, we aimed to document parental KAP regarding tobacco use, smoking cessation and children's ETS exposure, and to analyse how knowledge and attitude relate to practice. Methods: Self-administered KAP questionnaires were distributed to smoking parents recruited from the pediatric unit at the Prince of Wales Hospital, which provides pediatric service to a population of 1.2 million in Hong Kong. The 60-item questionnaire had a range of 0-38 for knowledge, 0-44 for attitude, and 0-40 for practice. Descriptive analyses were performed for KAP response, regression analyses were performed for the exploration of associations and identification of predictive indicators. Results: 145 smoking parents (mean age: 38.0 ± 6.7 yrs.; male: 85.5%) were included. Less than half (39.3%) of them reported a smoke-free policy at home. Among those parents who had private cars, less than half (45.2%) of them had smoke-free policy in their car that they never smoked in the car. Only 25.5% of the participants correctly answered ≥70% of the knowledge questions, and 11.8 % of the participants gave favorable responses to ≥70% of the attitude questions. The total knowledge and the total attitudes score were positively associated (r = 0.49, 95% CI: 0.35-0.79, p < 0.001), yet they were only modestly correlated with parental practice on children's ETS exposure. By multivariate regressions, potential predictive factors for more favorable parental KAP included higher household income, lower parental nicotine dependence level and breastfeeding practice. Conclusions: Parental KAP related to tobacco use and children's ETS exposure needs improvement to address the significant gap between recommended and actual practice. The weak association between knowledge and practice suggested that parental education alone is not adequate to combat ETS exposure in children.

Project description:BackgroundBiodiversity is being lost rapidly and its conservation is thus one of the most urgent tasks today. For biodiversity conservation to be successful, the public needs to gain an awareness and understanding of biodiversity and its importance. Moreover, species experts are needed who have the skills necessary for identifying and recording biodiversity. Previous research showed that citizen science projects can contribute to educating the public about biodiversity. However, it is still unclear how project characteristics connect to participants' knowledge and skills and how citizen science projects should be designed if they are to foster participants' learning.AimWe aimed to investigate specific characteristics of biodiversity citizen science projects that could potentially influence participants' learning. We explored the following project characteristics from both the project coordinators' and the participants' perspectives: information and training provided to participants, social interaction among participants, contact between participants and staff, and feedback and recognition provided to participants.Methods and resultsIn order to examine the extent to which these project characteristics are connected to participants' gains in knowledge and skills, we conducted a comprehensive study across 48 biodiversity citizen science projects in Europe and Australia. We found that participants' perceived gains in knowledge and skills were significantly related to the five project characteristics as reported by the participants: information received by the participants, training received by the participants, social interaction among participants, contact between participants and staff, and feedback and recognition received by the participants.ConclusionWe conclude that by deliberately designing citizen science projects to include features such as interaction and feedback, these projects could achieve higher learning outcomes for the participants. Thereby, suitable modes of communication between projects and their participants are crucial. We provide specific suggestions for the design of biodiversity citizen science projects and for future research on project characteristics and participant outcomes.

Dataset Information

"Why do dogs pant?": Characteristics of parental explanations about science predict children's knowledge.

Publications

"Why do dogs pant?": Characteristics of parental explanations about science predict children's knowledge.

Similar Datasets

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