Sociocultural Theory: Intergenerational (Family) Sociocultural Dialogic Patterns and Spaces at an Aquarium Stingray Touch Tank

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

“…Guided learning and collaborative dialogue with adults help children co‐construct knowledge and make meaning of, or interpret, their experiences (Cole & Wertsch, 1996). Moreover, language interactions during informal science learning transmit cultural messages and facilitate knowledge co‐construction (Allen, 1997, 2002; Bell et al, 2009; Patrick, 2023). Examining patterns of communication and collaboration within intergenerational groups (i.e., families) through a sociocultural lens provides a valuable framework for understanding informal science learning within family groups and at home (Falk & Dierking, 2000; Patrick, 2014).…”

“…Children engage in informal science learning outside the classroom through everyday experiences with family (Allen, 2002; Castañeda et al, 2022; Crowley et al, 2001; Riojas‐Cortez et al, 2008). Specifically, ISIs are key spaces where learning occurs through family joint collaboration (Bell et al, 2009; National Research Council, 2009), while participating in culturally valued activities (Matusov, 2015; Patrick, 2023; Rogoff, 2003). Learning is bidirectional within these family interactions.…”

“…Allen (2002) documented that families engage in a range of learning talk while exploring museum exhibits. Her analysis revealed that family learning talk included identifying, naming and sharing objects of interest, making inferences and predictions, connecting to prior experiences and knowledge (see also, McClain & Zimmerman, 2014; Patrick, 2023), and evaluating experiences in real‐time.…”