Family learning outdoors: Guided participation on a nature walk

Abstract

This informal learning research project examined how guided participation processes support the use of cultural tools (such as scientific equipment) during a nature walk at one nature center. This paper analyzed family interactions outdoors using microethnographic methods. An informal learning framework based on guided participation and cultural tools allowed for an in‐depth investigation of social facilitation used by a working class family: a grandmother, a mother, and two young sons. We identified three findings related to guided participation strategies that facilitated the use of cultural tools for this family, which are discussed in detail: (1) one guided participation process that emerged was the facilitating physical movements related to cultural tool use; (2) a second guided participation process that emerged was balancing the access to cultural tools to reflect family goals for both social harmony and supporting science interests; and (3) trail‐based designed learning settings where outdoor explorations occur are important, but understudied, sites of learning for rural families. Implications of the study included the analytical importance of the constructs of cultural tools, guided participation, and embodied science knowledge for advancing research on family learning related to biology and environmental sciences. The research also suggested an expanded view of what counts as an informal science learning institution by including nature trails and related outdoor spaces alongside museums, science centers, and zoos in order to represent the everyday learning activities of rural families. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 919–942, 2016

Serendipitous science engagement: A family self‐ethnography

“…(p. 6). Zimmerman and McClain (2016) also showed how working-class (grand)mother with little science expertise supported children's engagement with "cultural tools" (field guides and magnifying glass). In contrast, the analysis of the current case exemplifies ways whereby a parent, who is a science educator, uses ample science capital to guide children's participation and boost their engagement.…”

“…Guided participation is “the processes and systems of involvement of individuals with others, as they communicate and engage in shared endeavors” (Rogoff et al, , p. 63). It is a form of “human mediation” in which a novice's learning is supported by a more experienced member of the community, by bridging between the new and the familiar, connecting behavior, information, observations, and meanings (see also C. Goodwin, ; M. H. Goodwin, ; Zimmerman & McClain, ). “Guidance” indicates “the direction offered by cultural and social values, as well as social partners”; “participation” indicates “observation, as well as hands‐on involvement in an activity” (Rogoff, , p. 60).…”

Family connections to local science issues: how scientists use questions to engage families in personally-relevant learning during science-themed workshops

“…Family science learning at informal settings Informal institutions are important settings that provide family sensemaking opportunities related to science and other topics McClain & Zimmerman, 2014;Zimmerman & McClain, 2016) When families visit informal institutions (e.g. museums, aquariums, zoos, nature centers), they come equipped with their own means of communicating with each other, a pre-established set of values, and shared memories of past experiences (Ellenbogen et al, 2004;McClain & Zimmerman, 2014;Zimmerman & McClain, 2016). Given that families include an adult and a child (or two siblings), a family learning experience is inherently social.…”

“…Although prior work has analyzed how families learn together through their engagement with museum exhibits (e.g. Allen, 2002;Gutwill & Allen, 2009;Zimmerman et al, 2010) and outdoor learning spaces (Kisiel, Rowe, Vartabedian, & Kopczak, 2012;Zimmerman & McClain, 2016), through take-home family science activities and resources (e.g. Luce, Goldman, & Vea, 2017;Shymansky, Yore, & Hand, 1999), and during community science festivals (e.g.…”

“…For families, referring to previous experiences and prior knowledge is an important component of the sensemaking process (Borun, 2002;Kisiel et al, 2012;McClain & Zimmerman, 2014;Zimmerman, Reeve, & Bell, 2008. Just as analogies are a communicative tool to guide children's learning (Valle & Callanan, 2013), references to prior experiences also act as a supportive communicative tool between parents and children (McClain & Zimmerman, 2014;Zimmerman & McClain, 2016). For example, families have a shared culture, knowledge, and norms that they apply to new learning opportunities in order to make the novel knowledge personally relevant (Zimmerman & Bell, 2014).…”