Whether and How Knowledge Moderates Linkages between Parent–Child Conversations and Children’s Reflections about Tinkering in a Children’s Museum
Author:
Affiliation:
1. Department of Psychology, Loyola University Chicago
2. Northwestern University
Funder
National Science Foundation
Publisher
Informa UK Limited
Subject
Psychiatry and Mental health,Developmental and Educational Psychology,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/15248372.2020.1871350
Reference57 articles.
1. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.
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4. Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum.
5. The promise and the promises of Making in science education
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