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ERIC Number: EJ1118393
Record Type: Journal
Publication Date: 2016-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1556-1623
EISSN: N/A
Talking to Children about Science Is Harder than We Think: Characteristics and Metacognitive Judgments of Explanations Provided to Children and Adults
Vlach, Haley A.; Noll, Nigel
Metacognition and Learning, v11 n3 p317-338 Dec 2016
Adults modify the way they speak to children to support children's learning across several domains. However, no previous research has studied whether adults change their language when explaining science to children. The current study examined if and how adults change the manner in which they talk about science when providing explanations to children vs. providing explanations to other adults. Participants (N = 81) were video recorded while explaining basic science concepts to children and adults. Recordings were later analyzed to determine if and how participants changed the quality and content of their explanations. The results confirmed that adults did change their explanations when talking to children about science by providing more potentially beneficial, but also disadvantageous, information. Participants perceived that they provided more accurate explanations to children, but appeared to be making metacognitive judgments largely based upon the changes made that could be beneficial to learning. Taken together, this work suggests that science may be a domain in which adults are not well equipped to modify and monitor their language to children.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A