Understanding How Families Use Magnifiers During Nature Center Walks

Prior Experiences Shaping Family Science Conversations at a Nature Center

“…The specific prior experiences were coded based on the identified settings for science learning (see Table ): Everyday experiences : This category includes routine activities that interest the families, such as hobbies, vacations, or unplanned, spontaneous time with immediate and extended family (Bell et al., ). Designed spaces : The National Research Council defines “designed spaces” as museums, science centers, aquariums, and zoos (Bell et al., ) as commonly visited spaces for informal science learning. We also consider playgrounds and parks to be designed spaces, given that our study's setting was an outdoor site. Programs for science learning : Science programs include mentor programs, clubs, scouting organizations, summer camps, and educational programs, such as community lectures (Bell et al., ). Science and other media : Science media includes digital media, such as television shows, the Internet, and content accessed by mobile devices, all of which have been identified as influential modes for learning both about science (Bell et al., ; Falk & Dierking, ; Falk, Storksdieck, & Dierking, ; Zimmerman et al., ) and the environment (Ballantyne, Packer, & Falk, ; Zimmerman, McClain, & Crowl, ). This category also includes print media, such as books, newspapers, and magazines (Bell et al., ). School : Formal education provides an important opportunity to develop basic science skills (Falk & Dierking, ). …”

Design of Mobile Learning for Outdoor Environments

“…Our early research fi ndings (Zimmerman, McClain, & Crowl, 2013 ) suggested that the mobile app supported learners to engage in high levels of describing and naming talk (see perceptual talk Allen, 2002 ) around scientifi c observations; however, learners' conceptual talk that was interpretive and explanatory was less prevalent. Given our focus on ecology, we intended to enhance conceptual thinking and talk around natural cycles (e.g., life cycle, seasonal cycle, water cycle, rock cycle), which led our team to refi ne our Tree Investigators design to support open-ended and conceptually focused activity (Land & Hannafi n, 2000 ;Land, Hannafi n, & Oliver, 2012 ).…”

An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp

“…Earlier studies have explored topics such as how families use epistemic resources to make sense of science content Zimmerman et al, 2010;, types of learning talk (Allen, 2002), how parents support children's inquiry and scientific reasoning skills (Ash, 2003;Crowley et al, 2001;Kisiel, Rowe, Vartabedian, & Kopczak, 2012), how parents and children interact at live animal exhibits (Geerdts, Van de Walle, & LoBue, 2015; Kopczak, Kisiel, & Rowe, 2015; Patrick & Tunnicliffe, 2013; , and the role of cultural tools and technology in supporting family learning Martell, 2008;Zimmerman, Land, McClain, Mohney, Choi, & Salman, 2015;Zimmerman, McClain, & Crowl, 2013).…”