Family Science in the Wild: Hybrid Spaces for Exploration

• In Event: Family Engagement and Learning in Informal Settings

Abstract

We report on design-based research with families to understand the social and technological resources that are helpful for engaging in science in playful, exploratory ways. 20 families were videotaped as they explored settings (beaches, museums, homes) and prototype support resources. The research draws on social theories of learning and interaction, family learning conversations, joint media engagement, and technology resources such as augmented reality and mobiles. Results describe the ways families managed the contingencies of settings, emergent interactions, and competing focus points to engage in scientifically relevant ways. Location-based resources (photos, prompts, activity and conversation starters) aided families’ navigation through science activities that included observation, questioning, investigation, imagining, and comparing/contrasting. The results implicate design principles for out-in-the world, familial science learning.

Authors

• Shelley V. Goldman, Stanford University

• Megan R. Luce, Stanford University

• Tanner Vea, Stanford University