This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity.

中文翻译：

---

通过亲子叙事反思促进儿童非正式 STEM 学习迁移的机会

本研究调查了在博物馆中与 STEM（科学、技术、工程和数学）相关的经历后，家庭的对话反思是否促进了学习迁移。63名儿童（中号 = 6.93 年；30个女孩；57% 白人、17.5% 拉丁裔、8% 亚洲人、5% 非裔美国人、9.5% 混合、3% 缺少种族/民族）和他们的父母接受了工程演示，参与了建筑活动，并且要么记录了照片叙事反射关于他们是否在博物馆的建筑经验。数周后，其中 36 个家庭在家中完成了使用不同材料的建筑活动，大多数 (77%) 证明了博物馆展示的建筑原理的学习迁移。那些在博物馆参加照片叙述反思的人也通过在房屋建造活动中更多地谈论 STEM 来展示学习迁移。