Adult-child science language during informal science learning at an aquarium

Abstract

ABSTRACT This pilot study explored whether and how adult science language was related to the science language that children used during informal science learning at an aquarium and tested a methodological approach to assess informal learning in biological science contexts. We observed and audio recorded children and their parents while exploring a live animal aquarium exhibit. Verbatim language transcripts were coded for science, technology, mathematics, and biological (STMB) language. Results confirmed a methodological procedure that can be applied reliably to identify and categorize adult-child science talk that includes biological language. Findings also revealed that science process and biological-environmental science talk occurred most frequently in parent-child conversations; math and technology talk, while present, was much less prevalent. Results showed that parents who used more science language while talking in the aquarium had children who also used more science language (p = .009). This study contributes much needed insight into young children’s experiences in aquaria and how such experiences expose children to scientific processes and facilitate families’ informal participation in doing science and thinking scientifically. Implications for designing informal learning environments (ILEs) to promote children’s STMB learning are discussed.