Promoting family learning around science represents an important opportunity to reinforce science learning during out-of-school time. Evidence suggests that parent-child discourse around science can promote inferential thinking by children and help solidify their understanding of science concepts. While teacher professional development that promotes the type of discourse that encourages student inquiry is trending, interventions that assist parents in developing the same types of learning talk skills are scarce. In this descriptive study, family discourse was observed at a series of events at community centers that promote science learning, such as the zoo and the library. These events were part of a large-scale professional development program designed to transform teaching and learning around PK–3 science. Families were scored on their interaction, discourse, and use of “talk moves” using the Discourse, Interaction, and Inquiry in Family Science rubric. The results demonstrate that the events promoted family discourse and interaction in a manner dependent on the activity context. Implications for teachers and design of family science learning activities are discussed.

中文翻译：

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探索家庭如何一起做科学：社区科学活动中的成人与儿童互动

围绕科学促进家庭学习代表了在校外时间加强科学学习的重要机会。有证据表明，围绕科学的亲子对话可以促进儿童的推理思维，并有助于巩固他们对科学概念的理解。虽然促进鼓励学生探究的话语类型的教师专业发展是趋势，但帮助家长发展相同类型学习谈话技巧的干预措施却很少。在这项描述性研究中，在促进科学学习的社区中心（例如动物园和图书馆）的一系列活动中观察到了家庭话语。这些活动是旨在改变围绕 PK-3 科学的教学和学习的大规模专业发展计划的一部分。使用“家庭科学”中的“话语、互动和探究”评分标准，对家庭的互动、话语和“谈话动作”的使用进行评分。结果表明，这些事件以依赖于活动背景的方式促进了家庭话语和互动。讨论了家庭科学学习活动对教师和设计的影响。