By Maureen A. Callanan, Cristine H. Legare, David M. Sobel, Garrett J. Jaeger, Susan Letourneau, Sam R. McHugh, Aiyana Willard et al.
Deepening the Research-Practice Conversation in Informal Learning Environments | Commentary
Commentary by Dr. Katie McMillan Culp. The monograph Exploration, Explanation, and Parent-Child Interaction in Museums task of examining connections among young children’s exploration and explanation of gear exhibits in three children’s museums, parents’ interventions during…
Developmental Science Research with Children’s Museums, Not Just at Them | Commentary
Commentary by Dr. Catherine A. Haden. In the midst of renewed calls for bringing developmental science out of the laboratory and into the real world, Callanan, Legare, Sobel et al…
Integrating Sociocultural and Constructivist Perspectives on Young Children’s Causal Learning | Commentary
Commentary by Dr. Robert B. Ricco. Studies of young children’s causal learning in museums and other informal settings provide an important counterpoint to more laboratory-based, rational constructivist inquiries. In their monograph…
Overview: Exploration, Explanation, and Parent-Child Interactions in Museums | Video
David Sobel, Ph.D. (Professor, Brown University) describes how children learn from play with their families, and how museums might scaffold such playful interactions.
Methodological Lesson: Developing Successful Collaborations in Museum-Research Partnerships | Video
How can researchers and museum staff join together for successful collaborations? Maureen Callanan and Jenni Martin discuss the benefits of partnerships, the ways they’ve encountered and persevered through obstacles, and…
Main Findings of Exploration, Explanation, and Parent-Child Interaction in Museums | PowerPoint
This PowerPoint provides an overview of the research featured in the March 2020 Monograph titled, “Exploration, Explanation, and Parent-Child Interaction in Museums”.
The Development of Size Sequencing Skills: An Empirical and Computational Analysis
By Maggie McGonigle-Chalmers, M.A., Ph.D., and Iain Kusel, M.A., M.Sc., Ph.D.
Challenges of Modeling Continuity and Change in Children’s Seriation and Ordinal Understanding | Commentary
Commentary by Dr. David W. Braithwaite. The monograph by McGonigle-Chalmers and Kusel (2019) describes a series of experiments providing evidence for discontinuity between ages 5 and 7 in children’s performance on seriation and ordinal understanding…
Structuralism, Constructivism, and Information Processing: Ontological Compatibilities and Incompatibilities | Commentary
Commentary by Dr. David C. Witherington. At the conceptual heart of their monograph, McGonigle-Chalmers and Kusel (2019) confront the question of compatibility between Piagetian structuralism and constructivism. On the one hand…