References
- Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
- Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. doi:10.1207/s15327809jls1301_1
- Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. doi:10.1037/0022-3514.51.6.1173
- Benjamin, N., Haden, C. A., & Wilkerson, E. (2010). Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum. Developmental Psychology, 46(2), 502–515. doi:10.1037/a0017822
- Bevan, B. (2017). The promise and the promises of making in science education. Studies in Science Education, 53(1), 75–103. doi:10.1080/03057267.2016.1275380
- Callanan, M. A., Castañeda, C. L., Luce, M. R., & Martin, J. L. (2017). Family science talk in museums: Predicting children’s engagement from variations in talk and activity. Child Development, 88(5), 1492–1504. doi:10.1111/cdev.12886
- Callanan, M. A., Legare, C. H., Sobel, D. M., Jaeger, G. J., Letourneau, S., McHugh, S. R., … Watson, J. (2020). Exploration, explanation, and parent–child interaction in museums. Monographs of the Society for Research in Child Development, 85(1), 7–137. doi:10.1111/mono.12412
- Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Outliers and multicollinearity: Diagnosing and solving regression problems II. In J. Cohen, P. Cohen, S. G. West, & L. S. Aiken (Eds.), Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed., pp. 390–430). Mahwah, NJ: Lawrence Erlbaum Associates.
- Crowley, K., Callanan, M. A., Jipson, J. L., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent–child activity. Science Education, 85(6), 712–732. doi:10.1002/sce.1035
- Crowley, K., & Jacobs, M. (2002). Islands of expertise and the development of family scientific literacy. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333–356). Mahwah, NJ: Lawrence Erlbaum Associates.
- Dawson, E. (2019). Equity, exclusion, and everyday science learning: The experiences of minoritised groups. New York, NY: Routledge.
- Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences, 26(4), 608–642. doi:10.1080/10508406.2017.1308867
- Ellenbogen, K. M., Luke, J. J., & Dierking, L. D. (2004). Family learning research in museums: An emerging disciplinary matrix? Science Education, 88(S1), S48–S58. doi:10.1002/sce.20015
- Fivush, R., & Haden, C. (1997). Narrating and representing experience: Preschoolers’ developing autobiographical recounts. In P. van den Broek, P. A. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 169–198). Mahwah, NJ: Lawrence Erlbaum Associates.
- Fivush, R., Haden, C., & Adam, S. (1995). Structure and coherence of preschoolers’ personal narratives over time: Implications for childhood amnesia. Journal of Experimental Child Psychology, 60(1), 32–56. doi:10.1006/jecp.1995.1030
- Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15(1), 1–38. doi:10.1016/0010-0285(83)90002-6
- Glenberg, A. M., Brown, M., & Levin, J. R. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32(3), 389–399. doi:10.1016/j.cedpsych.2006.03.001
- Goldstone, R. L., & Sakamoto, Y. (2003). The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology, 46(4), 414–466. doi:10.1016/S0010-0285(02)00519-4
- Golinkoff, R. M., Hirsh-Pasek, K., Grob, R., & Schlesinger, M. (2017). “Oh, the places you’ll go” by bringing developmental science into the world! Child Development, 88(5), 1403–1408. doi:10.1111/cdev.12929
- Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental Science, 14(5), 1021–1032. doi:10.1111/j.1467-7687.2011.01050.x
- Haden, C. A., Cohen, T., Uttal, D. H., & Marcus, M. (2016). Building learning: Narrating experiences in a children’s museum. In D. M. Sobel & J. L. Jipson (Eds.), Cognitive development in museum settings: Relating research and practice (pp. 84–103). New York, NY: Routledge.
- Haden, C. A., Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R., & Gaskins, S. (2014). Supporting family conversations and children’s STEM learning in a children’s museum. Early Childhood Research Quarterly, 29, 333–344. doi:10.1016/j.ecresq.2014.04.004
- Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65(4), 599–610. doi:10.1037/0022-006X.65.4.599
- Holmbeck, G. N. (2002). Post-hoc probing of significant moderational and mediational effects in studies of pediatric populations. Journal of Pediatric Psychology, 27(1), 87–96. doi:10.1093/jpepsy/27.1.87
- Jant, E. A., Haden, C. A., Uttal, D. H., & Babcock, E. (2014). Conversation and object manipulation influence children’s learning in a museum. Child Development, 85(5), 2029–2045. doi:10.1111/cdev.12252
- Jipson, J. L., & Callanan, M. A. (2003). Mother-child conversation and children’s understanding of biological and nonbiological changes in size. Child Development, 74(2), 629–644. doi:10.1111/1467-8624.7402020
- Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books.
- Leinhardt, G., Crowley, K., & Knutson, K. (2002). Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum Associates.
- Marcus, M., Haden, C. A., & Uttal, D. H. (2017). STEM learning and transfer in a children’s museum and beyond. Merrill-Palmer Quarterly, 63(2), 155–180. doi:10.13110/merrpalmquar1982.63.2.0155
- Marcus, M., Haden, C. A., & Uttal, D. H. (2018). Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences. Journal of Experimental Child Psychology, 175, 80–95. doi:10.1016/j.jecp.2018.06.003
- McCabe, A., & Peterson, C. (1991). Getting the story: A longitudinal study of parental styles in eliciting oral personal narratives and developing narrative skill. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 217–252). Hillsdale, NJ: Erlbaum.
- National Academies of Sciences, Engineering, and Medicine (NAS). (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. doi:10.17226/24783
- National Research Council (NRC). (2009). Learning science in informal environments: People, places, and pursuits. In P. Bell, B. Lewnstein, A. W. Shouse, & M. A. Feder (Eds.), Committee on learning science in informal environments. Washington, DC: The National Academies Press.
- National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
- National Research Council (NRC). (2015). Identifying and supporting productive STEM programs in out-of-school settings. Committee on Successful Out-of-School STEM Learning. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
- National Science Board (NSB). (2010). Preparing the next generation of STEM innovators: Identifying and developing our nation’s human capital. Retrieved from http://www.nsf.gov/nsb/publications/pub_summ.jsp?ods_key=nsb1033
- Osborne, J. W., & Overbay, A. (2004). The power of outliers (and why researchers should always check for them). Practical Assessment, Research, and Evaluation, 9(6), 1–8.
- Pagano, L. C., Haden, C. A., Uttal, D. H., & Cohen, T. (2019). Conversational reflections about tinkering experiences in a children’s museum. Science Education, 103(6), 1493–1512. doi:10.1002/sce.21536
- Palmquist, S., & Crowley, K. (2007). From teachers to testers: How parents talk to novice and expert children in a natural history museum. Science Education, 91(5), 783–804. doi:10.1002/sce.20215
- Piaget, J. (1970). Science of education and the psychology of the child ( D. Coltman, Trans.). London, UK: Longman.
- Preacher, K. J., Curran, P. J., & Bauer, D. J. (2006). Computational tools for probing interactions in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31(3), 437–448. doi:10.3102/10769986031004437
- Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6), 1417–1430. doi:10.1111/j.1467-7687.2011.01088.x
- Reese, E., & Brown, N. (2000). Reminiscing and recounting in the preschool years. Applied Cognitive Psychology, 14(1), 1–17. doi:10.1002/(SICI)1099-0720(200001)14:1<1::AID-ACP625>3.0.CO;2-G
- Reese, E., Haden, C. A., Baker-Ward, L., Bauer, P., Fivush, R., & Ornstein, P. A. (2011). Coherence of personal narratives across the lifespan: A multidimensional model and coding method. Journal of Cognition and Development, 12(4), 424–462. doi:10.1080/15248372.2011.587854
- Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
- Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18–36. doi:10.1080/10508406.2013.778204
- Sigel, I. E. (1993). The centrality of a distancing model for the development of representational competence. In R. Cocking & A. Renninger (Eds.), The development and meaning of psychological distance (pp. 141–158). Hillsdale, NJ: Erlbaum.
- Sobel, D. M., & Jipson, J. L. (Eds.). (2016). Cognitive development in museum settings: Relating research and practice. New York, NY: Routledge.
- Sobel, D. M., & Letourneau, S. M. (2018). Preschoolers’ understanding of how others learn through action and instruction. Child Development, 89(3), 961–970. doi:10.1111/cdev.12773
- Solis, G., & Callanan, M. (2016). Evidence against deficit accounts: Conversations about science in Mexican heritage families living in the United States. Mind, Culture, and Activity, 23(3), 212–224. doi:10.1080/10749039.2016.1196493
- Tenenbaum, H. R., Callanan, M., Alba-Speyer, C., & Sandoval, L. (2002). The role of educational background, activity, and past experiences in Mexican-descent families’ science conversations. Hispanic Journal of Behavioral Sciences, 24(2), 225–248. doi:10.1177/0739986302024002007
- Tenenbaum, H. R., & Callanan, M. A. (2008). Parents’ science talk to their children in Mexican-descent families residing in the USA. International Journal of Behavioral Development, 32(1), 1–12. doi:10.1177/0165025407084046
- Tenenbaum, H. R., Snow, C. E., Roach, K. A., & Kurland, B. (2005). Talking and reading science: Longitudinal data on sex differences in mother-child conversations in low-income families. Journal of Applied Developmental Psychology, 26(1), 1–19. doi:10.1016/j.appdev.2004.10.004
- Van Schijndel, T. J. P., Franse, R. K., & Raijmakers, M. E. J. (2010). The exploratory behavior scale: Assessing young visitors’ hands-on behavior in science museums. Science Education, 94(5), 794–809. doi:10.1002/sce.20394
- Vossoughi, S., & Bevan, B. (2014). Making and tinkering: A review of the literature. National Research Council Committee on Out of School Time STEM, 1–55.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Willard, A. K., Busch, J. T., Cullum, K. A., Letourneau, S. M., Sobel, D. M., Callanan, M., & Legare, C. H. (2019). Explain this, explore that: A study of parent–child interaction in a children’s museum. Child Development, 90(5), e598–e617. doi:10.1111/cdev.13232