'Why do parrots talk?' co-investigation as a model for promoting family learning through conversation in a natural history gallery*. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Harris, Emily; Winterbottom, Mark
• Is Part Of: Journal of biological education. Volume 52:Issue 1(2018)
• Page Start: 89
• Page End: 100
• Publication Date: 2018-01-02
• Subjects: Learning -- museums -- families -- meaning-making -- natural history; Biology -- Study and teaching -- Periodicals; Biologie -- Étude et enseignement -- Périodiques; Biology -- Study and teaching; Periodicals; 570.7
• DOI: 10.1080/00219266.2017.1408934
• Languages: English
• ISSNs: 0021-9266

Abstract

Abstract: Research into how and what families learn in science museums and other informal science learning settings suggests that parent-child interactions play an important role in shaping children's learning experiences. Our exploratory case study set out to discover and analyse learning happening within family groups during a visit to a traditional museum natural history gallery. Research methods were influenced by a growing body of literature that looks for learning in family visitor talk. Conversations of 18 families were recorded as they explored a gallery after being introduced to six learning games which fostered a 'climate of inquiry' and which were designed to spark family dialogue. Our findings indicate that families adopt a range of interactional approaches for building meaning together in a museum gallery. These approaches fell along a spectrum that varied according to the level of co-investigation and co-operation between group members. We suggest that family learning could be supported in informal learning contexts through simple, low-cost learning strategies that encourage dialogue and co-investigatory behaviours.