This qualitative, design-based research explores the design, implementation, and outcomes of a technology-supported family engagement program for middle school science. A technology-supported family engagement program attuned with the school curriculum was designed to support science teachers, middle school students and caregivers in fostering science learning at home. The key element of the program was home-based family science activities (FSAs). The program was used by 5 science teachers, 98 5th graders, and 98 caregivers, embedded in a 19-week semester. In this paper, we describe the design process and evolution of the program’s design principles, its accompanying educational materials, and the digital learning platform, Paideia. We also investigate what effect their participation in the program had on the students, caregivers, and teachers.

Data were collected through surveys, semi-structured interviews. and learning logs on the platform. There were separate surveys and interview protocols for the teachers, students, and caregivers. First, needs analysis survey and interviews were conducted to tailor the program to the needs and expectations of the teachers, caregivers and students, and establish a baseline of their perceptions of family engagement. The student survey and interviews also included questions investigating the changes in their interest in science outside of school, aspirations in science, and experience in school science. All 5 teachers, 39 caregivers and 39 students were interviewed.

During the implementation phase, the caregivers were invited to complete the teacher-caregiver partnership learning packs before the semester started. This learning pack was designed to instill a co-learning mindset while doing the FSAs with their children. It also aimed to help the caregivers to better manage their relationship with the school. Then, students and caregivers conducted 3 family science activities throughout the term:
(1) Darkside of the Moon,
(2) Factors Affecting Biodiversity, and
(3) Factors Affecting the Brightness of a Lightbulb in Simple Electrical Circuit.

These topics were chosen because they are a part of the 5th grade curriculum. All available family members were invited to do the interactive modules with their 5th grader at a suitable time for them within a 2-week timeframe after the corresponding topic had been already completed in the classroom. Each interactive activity included hands-on components, immediate feedback, and suggestions to elaborate their understanding of the topic. After each activity, the caregivers filled out a feedback form about the activity and shared their suggestions for improvement. After the implementation, 53 caregivers and 53 students filled out the post-intervention forms. Interviews with the caregivers and students are still continuing.

A preliminary analysis showed that in terms of Paideia’s design, several of the conjectures were supported or partially supported. In the final paper, we will detail the design and adaptations of Paideia. We will also examine the extent to which targeted enactment processes and present our initial findings regarding the contribution of participating in this program for all stakeholders of this design instance. Implications for successive iterations of Paideia and general scholarship on technology-supported family engagement in middle school science learning will be discussed.

Keywords: Family engagement, home based science learning, science capital, scaffolded inquiry.