Parkopolis, the life-sized board game, was designed to promote conversation and science, technology, engineering, and mathematics (STEM) learning. We investigated whether this exhibit also prompted questioning. Caregivers' and children's STEM-related question-asking was compared between Parkopolis (i.e., experimental group) and a STEM-themed control exhibit. Groups (N = 197) of children and caregivers visiting two exhibits in a museum were observed. Observations revealed that caregivers and children asked more mathematical questions in Parkopolis than in the control. Caregivers also asked more spatial questions in Parkopolis. In addition, when all STEM-related question topics (i.e., mathematical, spatial, and scientific thinking) were combined, children asked more STEM-related questions in Parkopolis than in the control. Finally, children responded to a higher proportion of caregivers' questions in Parkopolis than in the control. Factors that promoted this question-asking in Parkopolis, such as signage and the interactive nature of the exhibit, can inform the design of other informal learning spaces to promote question-asking.

中文翻译：

---

真人大小的棋盘游戏中的问题：比较 STEM 博物馆展品中照顾者和儿童的提问

Parkopolis是一款真人大小的棋盘游戏，旨在促进对话和科学、技术、工程和数学 (STEM) 学习。我们调查了这个展览是否也引发了质疑。在 Parkopolis（即实验组）和 STEM 主题对照展览之间比较了看护人和儿童的 STEM 相关问题提问。组 ( N = 197) 儿童和看护人参观博物馆的两个展品。观察表明，在公园里，看护人和孩子们问的数学问题比对照组多。Parkopolis 的护理人员还提出了更多的空间问题。此外，当所有与 STEM 相关的问题主题（即数学、空间和科学思维）结合起来时，Parkopolis 中的儿童比对照组提出了更多的 STEM 相关问题。最后，与对照组相比，Parkopolis 中儿童对照顾者问题的回答比例更高。在 Parkopolis 促进这种提问的因素，例如标牌和展览的互动性质，可以为其他非正式学习空间的设计提供信息，以促进提问。