We examined 6- to 9-year-olds' (N = 60, 35 girls, 34% White, 23% Hispanic, 2% Black/African American, 2% Asian/Asian American, 22% Mixed Ethnicity/Race, 17% Unavailable, collected April–September 2019 in Providence, RI, USA) first-person perspectives on their exploration of museum exhibits. We coded goal setting, goal completion, and behaviors that reflected changes to how goals were accomplished. Whether children played collaboratively related to how often they revised behaviors to accomplish goals (OR = 2.14). When asked to reflect on their play, older children related talk about goals with behavioral revisions, demonstrating that children develop the ability to reflect on their goals when they watch their behaviors change (OR = 1.23). We discuss how these results inform the development of metacognitive reflection on learning through exploration.

中文翻译：

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儿童博物馆探索与儿童探索反思的关系

我们检查了 6 到 9 岁的孩子' ( N = 60 名，35 名女孩，34% 白人，23% 西班牙裔，2% 黑人/非裔美国人，2% 亚裔/亚裔美国人，22% 混血儿/种族，17% 不可用，2019 年 4 月至 9 月在美国罗德岛普罗维登斯收集) 他们探索博物馆展品的第一人称视角。我们对目标设定、目标完成和反映目标实现方式变化的行为进行了编码。孩子们是否合作玩耍与他们修正行为以实现目标的频率有关 (OR = 2.14)。当被要求反思他们的游戏时，年龄较大的孩子会谈论目标与行为修正，这表明孩子在观察自己的行为改变时会培养反思自己目标的能力 (OR = 1.23)。我们讨论了这些结果如何影响通过探索学习的元认知反思的发展。