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Our project uses a sociocultural-historic view of place and of learning. The analysis is on the experiences of 29 rural families (46 adults, 60 children) using an augmented reality app in a Children’s Garden. Data include matched pre- and post- interviews and video recording of families’ engagement. Our results suggest that families learned geosciences concepts during the 30–40-minute intervention. We also found a connection between talking more about science during the experience (i.e., engaging the discussion prompts) and scoring higher on the final interview. This work’s significance is that it found talk patterns based on the rural families’ experiences with an augmented reality app, building important design principles for computer-supported science education interventions.