"He Fell in and That's How He Became a Fossil!": Engagement With a Storytelling Exhibit Predicts Families' Explanatory Science Talk During a Museum Visit.

Parent-child conversations in everyday interactions may set the stage for children's interest and understanding about science. Studies of family conversations in museums have found links to children's engagement and learning. Stories and narratives about science may spark children's interest in science topics.

Family Conversations About Heat and Temperature: Implications for Children's Learning.

Some science educators claim that children enter science classrooms with a conception of heat considered by physicists to be incorrect and speculate that "misconceptions" may result from the way heat is talked about in everyday language (e.g., Lautrey and Mazens, 2004; Slotta and Chi, 2006).

Family Science Talk in Museums: Predicting Children's Engagement From Variations in Talk and Activity.

Children's developing reasoning skills are better understood within the context of their social and cultural lives. As part of a research-museum partnership, this article reports a study exploring science-relevant conversations of 82 families, with children between 3 and 11 years, while visiting a children's museum exhibit about mammoth bones, and in a focused one-on-one exploration of a "mystery object." Parents' use of a variety of types of science talk predicted children's conceptual engagement in the exhibit, but interestingly, different types of parent talk predicted children's engagement depending on the order of the two activities.

Links between parents' epistemological stance and children's evidence talk.

Recent experimental research highlights young children's selectivity in learning from others. Little is known, however, about the patterns of information that children actually encounter in conversations with adults. This study investigated variation in parents' tendency to focus on testable evidence as a way to answer science-related questions (e.

Conventionality in family conversations about everyday objects.

Children's developing understanding that words have conventional meanings and objects have conventional functions emerges in parent-child activity and conversation. Drawing on family conversations in everyday settings, the chapter explores an apparent paradox between a global analysis of conventionality as stable shared knowledge and a local notion of conventions as flexibly negotiated in activity.