Parent-child conversations about evolution in the context of an interactive museum display

• Main Authors: Isabel CHECA, Andrew SHTULMAN
• Format: Article
• Language: English
• Published: Kura Publishing 2012-10-01
• Series: International Electronic Journal of Elementary Education
• Subjects: Conceptual Development; Evolution Understanding; Parent-Child Conversation; Informal Learning Environments; Science Education.
• Online Access: http://www.iejee.com/5_1_2012/IEJEE_5_1_27_46.pdf

The theory of evolution by natural selection has revolutionized the biological sciences yet remains confusing and controversial to the public at large. This study explored how a particular segment of thepublic – visitors to a natural history museum – reason about evolution in the context of an interactive cladogram, or evolutionary tree. The participants were 49 children aged four to twelve and oneaccompanying parent. Together, they completed five activities using a touch-screen display of the phylogenetic relations among the 19 orders of mammals. Across activities, participants revealed similar misconceptions to those revealed by college undergraduates in previous studies. However, the frequency of those misconceptions was attenuated by the level of parental engagement, particularlythe frequency of turn-taking between parents and children. Overall, these findings suggest that evolutionary reasoning may be improved by the kinds of collaborative discussions fostered by interactive museum displays, so long as the affordances of those displays encourage multi-user interactions.