Talking About Science in Museums

Catherıne A. Haden

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Museums and Cultural Heritage Science Education and Pedagogy Child and Animal Learning Development

Abstract

Abstract New research in museums offers a unique vantage point for observing how parent–child conversational interactions may help children learn science in everyday settings. Recent studies in this area pinpoint the role of elaborative conversation—including open-ended Wh- questions and explanatory comments—in children’s understanding of scientific concepts, and more generalized effects on children’s attitudes and ways of making meaning may exist as well. This review places this work in its theoretical context and discusses its potential to illuminate social mediators underlying children’s learning processes and outcomes.

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References

1978Mind in Society: The Development of Higher Psychological Processes 2000Learning from Museums: Visitor Experiences and the Making of Meaning 2003Learning Conversations in Museums 2002Perspectives on Object-Centered Learning in Museums 2004Listening in on Museum Conversations 2010Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum.1986The Behavior of Family Groups in Science Museums 2007From teachers to testers: How parents talk to novice and expert children in a natural history museum

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2015Putting Education in “Educational” Apps 2017Programming experience promotes higher STEM motivation among first-grade girls 2019Early informal STEM experiences and STEM identity: The importance of talking science 2016The Organization of Informal Learning 2020Exploration, Explanation, and Parent–Child Interaction in Museums 2014Conversation and Object Manipulation Influence Children's Learning in a Museum

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