Abstract: This study addressed whether providing mothers and children with engineering information would promote science, technology, engineering, and mathematics (STEM) talk during interactions in a building-construction exhibit and later when remembering the experience at home. A total of 40 mothers and their 5- to 6-year-old children (M = 5.87) were randomly assigned to one of two groups that either did or did not receive specific information about a simple engineering principle prior to building at the museum. A subset of the dyads (N = 21) also recorded memory conversations at home at two delay intervals. The engineering information supported transfer of learning from the demonstration to building in the exhibit, as well as to memory reports at least 2 weeks afterwards. Implications for museum-based research and practice are discussed.

中文翻译：

---

在儿童博物馆及其以外的STEM学习和迁移

摘要：这项研究探讨了在建筑物与建筑的互动过程中以及以后回忆在家中的经历时，向母亲和儿童提供工程信息是否能促进科学，技术，工程和数学（STEM）对话。总共有40位母亲和5至6岁的孩子（M = 5.87）被随机分配到两组，其中一组在博物馆建造之前已经或未收到有关简单工程原理的特定信息。二元组的一个子集（N = 21）还以两个延迟间隔记录了家庭中的记忆对话。工程信息支持将学习从演示转移到展览中的建筑物，以及至少在两周后转移到内存报告中。讨论了对基于博物馆的研究和实践的影响。