Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at an aquarium and at home

Abstract

This study examined the naturalistic conversations of 62 parent-child dyads during informal learning at an aquarium and with a subsample at home. Children (Mage = 69.8 months) with their parents were observed and audio recorded while exploring an aquarium exhibit, and a subset of dyads returned recorded home conversations reminiscing about the aquarium visit. Parent-child conversations at the aquarium were coded for child science talk and a range of parent talk variables, and parent-child conversations at home were coded for child science talk and talk about the value of the aquarium visit. Results revealed that parents tended to use more elaborative statements compared to other talk types in the aquarium. Yet, the different types of questions and statements that parents used with their children at the aquarium differentially related to their children’s science talk in the aquarium and while reminiscing at home. Findings highlight often-overlooked types of parent talk that provide meaningful ways for families to engage in science and may lead to positive child learning outcomes.

Spatial language in families' conversational reflections about museum experiences

“…Moreover, conversational reflections can provide a natural assessment of what children take away from these experiences (Acosta et al, 2021;Ocular et al, 2022;Pagano et al, 2019;Sobel et al, 2022). Our analysis further suggests that spatial language in conversational reflections can provide important diagnostic information about how variations in exhibit programs and museum exhibit design links with spatial language and opportunities for spatial learning.…”

Talking about “bioluminescence” and “puppies of the ocean”: An anti‐deficit exploration of how families create and use digital artifacts for informal science learning during and after an aquarium visit

“…The data for the current study is from a larger project (e.g., Kelly & Ocular, 2021;Kelly et al, 2022Kelly et al, , 2023Ocular et al, 2022) that included a range of additional assessments of parent-child interactions. Here, we focus only on those procedures and measures relevant to our current research questions.…”

“…Family conversations in aquariums include talk about science processes, technology, mathematics, and biological concepts (Tab et al, 2022) and promote children's early biological knowledge (Geerdts et al, 2015). Moreover, children whose parents engage in more science talk during an aquarium visit also use more science language during those conversations (Ocular et al, 2022).…”

“…For example, the stories that families tell reminiscing about their recent past experiences, including informal science learning experiences, reveal what children remember and understand about the learning experience (Ornstein et al, 2004; Pagano et al, 2019). Children's conversations at home reminiscing about a prior ISI visit are infused with science talk (Ocular et al, 2022), allowing opportunities for children to extend their science learning beyond ISI walls. These conversational reflections, or co‐constructed stories, support consolidation of experiences into lasting memories for later retrieval (Fivush & Fromhoff, 1988; Jant et al, 2014), and promote meaning‐making by connecting to, elaborating on, and evaluating experiences (Emde, 2003; Fivush et al, 2006; Haden et al, 2016; McClain & Zimmerman, 2012).…”

It takes a village: A multi-brain approach to studying multigenerational family communication

“…While an increasing number of researchers have begun investigating naturalistic communication between parents and their children (e.g., Ocular et al, 2022 ), few, if any, have touched upon grandparent-child interactions. For example, one area of particular benefit would be within the domain of language.…”