Using Television to Foster Children's Interest in Science

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Abstract
Two studies explored the conditions that facilitate positive responses to children's television programs involving science. In Study 1, children enjoyed televised science content more and learned more from it when it was presented in the context of a related feature story than when it was shown out of this context. Children also responded more positively when the segment was not explicitly labeled as “science.” In Study 2, repeated exposure to a weekly children's magazine show with regular segments involving science in context was associated with more favorable attitudes toward science, whether the viewing occurred in school or at home.

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