Abstract

Many studies have documented the impact of maker experiences on children’s learning, but few have examined how caregivers participate in maker activities in museums, both as facilitators of their children’s learning and as learners in their own right. This qualitative study involved observations and interviews with 88 caregivers participating in a range of making and tinkering activities at a science museum. Aspects of the physical setting (including the arrangement and familiarity of tools and materials) and social setting (including facilitators’ interactions with children versus caregivers) influenced whether families participated and the roles that caregivers played (observing, facilitating, or making). Across these roles, caregivers described benefitting as learners — by noticing their children’s abilities and interests, learning new ways to support their children’s learning, or fostering their own creativity. The results highlight strategies that museums can use to create inclusive maker activities that recognize caregivers’ many roles and motivations during family visits.

摘要

许多研究记录了创制者经历对儿童学习的影响，但很少有人研究过照顾者如何在博物馆中参与创举者活动，既作为孩子学习的促进者，又是独立的学习者。这项定性研究包括对88名护理人员的观察和访谈，这些护理人员参加了在科学博物馆进行的各种制作和修补活动。实际环境（包括对工具和材料的安排和熟悉程度）和社会环境（包括促进者与儿童与照顾者的互动）的各个方面都影响家庭是否参与以及照顾者扮演的角色（观察，促进或参与）。在这些角色中，看护人将受益者描述为学习者，他们注意到孩子的能力和兴趣，学习支持孩子学习的新方法，或培养自己的创造力。结果突出显示了博物馆可用于创建包容性制造商活动的策略，这些活动可以识别护理人员在家庭访问中的许多角色和动机。