591
Views
2
CrossRef citations to date
0
Altmetric
Articles

Family discourse on an arboretum nature trail: explorers, protectors, rememberers, and sticky features

& ORCID Icon
Pages 76-93 | Received 16 Nov 2016, Accepted 12 Oct 2017, Published online: 29 Oct 2017

References

  • Allen, S. (2002). Looking for learning in visitor talk: A methodological exploration. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 259–303). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ash, D. (2003). Dialogic inquiry in life science conversations of family groups in a museum. Journal of Research in Science Teaching, 40(2), 138–162. doi: 10.1002/tea.10069
  • Ballantyne, R., & Packer, J. (2002). Nature-based excursions: School students’ perceptions of learning in natural environments. International Research in Geographical and Environmental Education, 11(3), 218–236. doi: 10.1080/10382040208667488
  • Blatt, E., & Patrick, P. G. (2014). An exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education, 36, 2243–2264. doi: 10.1080/09500693.2014.918294
  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I, Cognitive domain. New York, NY: David McKay Company.
  • Borun, M., Chambers, M., & Cleghorn, A. (1996). Families are learning in science museums. Curator: The Museum Journal, 39(2), 123–138. doi: 10.1111/j.2151-6952.1996.tb01084.x
  • Briseño-Garzón, A., Anderson, D., & Anderson, A. (2007). Adult learning experiences from an aquarium visit: The role of social interactions in family groups. Curator: The Museum Journal, 50(3), 299–318. doi: 10.1111/j.2151-6952.2007.tb00274.x
  • Callanan, M. A., & Braswell, G. (2007). Parent-child conversations about science and literacy: Links between formal and informal learning. In Z. Bekerman, N. Burbules, & D. Silberman-Keller (Eds.), Learning in places: The informal education reader (pp. 123–137). New York, NY: Peter Lang Publishing, Inc.
  • Clements, R. D. (1964). Art student-teacher questioning. Studies in Art Education, 6(1), 14–19. doi: 10.2307/1319655
  • Connell, J. (2004). The purest of human pleasures: The characteristics and motivations of garden visitors in Great Britain. Tourism Management, 25, 229–247. doi: 10.1016/j.tourman.2003.09.021
  • Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: Sage.
  • Diamond, J. (1986). The behavior of family groups in science museums. Curator: The Museum Journal, 29(2), 139–154. doi: 10.1111/j.2151-6952.1986.tb01434.x
  • Falk, J. H. (2006). An identity-centered approach to understanding museum learning. Curator: The Museum Journal, 49(2), 151–166. doi: 10.1111/j.2151-6952.2006.tb00209.x
  • Falk, J. H., Dierking, L. D., & Semmel, M. (2012). The museum experience revisited. Walnut Creek, CA: Left Coast Press.
  • Falk, J. H., Moussouri, T., & Coulson, D. (1998). The effect of visitors’ agendas on museum learning. Curator: The Museum Journal, 41(2), 107–120. doi: 10.1111/j.2151-6952.1998.tb00822.x
  • Falk, J. H., & Storksdieck, M. (2005). Using the contextual model of learning to understand visitor learning from a science center exhibition. Science Education, 89(5), 744–778. doi: 10.1002/sce.20078
  • Ferdinand, N., & Williams, N. (2013). International festivals as experience production systems. Tourism Management, 34, 202–210. doi: 10.1016/j.tourman.2012.05.001
  • Gleason, M. E., & Schauble, L. (2010). Parents’ assistance of their children’ scientific reasoning. Cognition and Instruction, 17(4), 343–378. doi: 10.1207/S1532690XCI1704_1
  • Holland, M., Roberson, R., Teal, C., Bailey, K., Mallavarapu, S., & Taglialatela, L. (2015). Visitor behavior in the living treehouse at Zoo Atlanta. Poster presented at the 20th Annual Symposium of Student Scholars and Undergraduate Research, April 16, 2015. Available http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.824.2286&rep=rep1&type=pdf.
  • Houston Arboretum. (2012). Houston arboretum and nature center. Retrieved from http://www.houstonarboretum.org/
  • Idema, J. (2015). The impact of a science-themed community event on families over time (Unpublished master’s thesis). Texas Tech University, Lubbock, TX.
  • Idema, J., & Patrick, P. G. (2016a). Family conversations at an orangutan exhibit: The influence of zoo educators. Journal of International Zoo Educators, 52, 61–63.
  • Idema, J., & Patrick, P. G. (2016b). Visitor experiences during a science-themed community event. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto, & K. Hahl (Eds.), Electronic proceedings of the ESERA 2015 conference. Science education research: Engaging learners for a sustainable future, Part 9 (co-ed. M, Achiam & G. Carvalho) (pp. 1241–1250). Helsinki: University of Helsinki. ISBN 978-951-51-1541-6.
  • Kisiel, J., Rowe, S., Vartabedian, M., & Kopczak, C. (2012). Evidence for family engagement in scientific reasoning at interactive animal exhibits. Science Education, 96(6), 1047–1070. doi: 10.1002/sce.21036
  • Kopczak, C., Kisiel, J. F., & Rowe, S. (2013). Families talking about ecology at touch tanks. Environmental Education Research, 21(1), 129–144. doi: 10.1080/13504622.2013.860429
  • Langley, A. (1999). Strategies for theorizing from process data. Academy Management: The Academy of Management Review, 24(4), 691–710.
  • Leech, N., & Onwuegbuzie, A. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557–584. doi: 10.1037/1045-3830.22.4.557
  • Lehman, J. (1986). Docent questioning behavior during tours with elementary school children. Curator: The Museum Journal, 29(4), 259–263. doi: 10.1111/j.2151-6952.1986.tb01445.x
  • Lindemann-Matthies, P. (2005). ‘Loveable’mammals and ‘lifeless’ plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655–677. doi: 10.1080/09500690500038116
  • Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522–526. doi: 10.1093/fampra/13.6.522
  • McClain, L. R., & Zimmerman, H. T. (2014). Prior experiences shaping family science conversations at a nature center. Science Education, 98(6), 1009–1032. doi: 10.1002/sce.21134
  • Miller, P. (2011). Vygotsky and the sociocultural approach. In Theories of developmental psychology (5th ed., pp. 165–221). New York, NY: Worth.
  • Mony, P. R., & Heimlich, J. E. (2008). Talking to visitors about conservation: Exploring message communication through docent–visitor interactions at zoos. Visitor Studies, 11(2), 151–162. doi: 10.1080/10645570802355513
  • Palmquist, S., & Crowley, K. (2007). From teachers to testers: How parents talk to novice and expert children in a natural history museum. Science Education, 91(5), 783–804. doi: 10.1002/sce.20215
  • Patrick, P. G. (2014). The informal learning model: A sociocultural perspective of questioning pathways. Journal of International Zoo Educators, 50(2014), 35–38.
  • Patrick, P. G. (2017). Sense of conservation: When Is a black rat snake (Elaphe obsolete) Really just a snake? In P. G. Patrick (Ed.), Preparing Informal Science Educators (pp. 545–559). The Netherlands: Springer.
  • Patrick, P., & Tunnicliffe, S. (2011). What plants and animals do early childhood and primary students’ name? Where do they see them? Invited article and special issue: Early childhood and nursery school education. Journal of Science Education and Technology, 20, 630–642. doi: 10.1007/s10956-011-9290-7
  • Patrick, P. G., & Tunnicliffe, S. (2013). Zoo talk. The Netherlands: Springer.
  • Peacock, A. (2004). Talking about plants and people. Primary Science Review, 84, 10–13.
  • Roe, K., McConney, A., & Mansfield, C. F. (2014). How do zoos ‘Talk’to their general visitors? Do visitors ‘Listen’? A mixed method investigation of the communication between modern zoos and their general visitors. Australian Journal of Environmental Education, 30(2), 167–186. doi: 10.1017/aee.2015.1
  • Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. D. Río, & A. Alvarez. (Eds.), Sociocultural studies of mind (pp. 139–164). New York, NY: Cambridge University Press.
  • Rogoff, B. (2003). Cultural nature of human development. New York, NY: Oxford University Press.
  • Ryokai, K., & Agogino, A. (2013). Off the paved aths: Exploring nature with a mobile augmented reality learning tool. International Journal of Mobile Human Computer Interaction (IJMHCI), 5(2), 21–49. doi: 10.4018/jmhci.2013040102
  • Seedhouse, P. (2004). Conversation analysis methodology. Language Learning, 54(S1), 1–54. doi: 10.1111/j.1467-9922.2004.00268.x
  • Seibert, R. J. (1956). Arboreta and botanical gardens in the field of plant sciences and human welfare. American Journal of Botany, 43(9), 736–738. doi: 10.2307/2438841
  • Spradley, J. P. (1980). Participant observation. New York, NY: Holt.
  • Stringer, E. (2014). Action research. Thousand Oaks, CA: Sage.
  • Szechter, L. E., & Carey, E. J. (2009). Gravitating toward science: Parent-child interactions at a gravitational-wave observatory. Science Education, 93(5), 846–858. doi: 10.1002/sce.20333
  • Tal, T., & Morag, O. (2006). School visits to natural history museums: Teaching or enriching? Journal of Research in Science Teaching, 44(5), 747–769. doi: 10.1002/tea.20184
  • Tao, Y., Oliver, M., & Venville, G. (2012). Long-term outcomes of early childhood science education: Insights from a cross-national comparative case study on conceptual understanding of science. International Journal of Science and Mathematics Education, 10(6), 1269–1302. doi: 10.1007/s10763-012-9335-2
  • Tenenbaum, H. R., Callanan, M. A., Alba-Speyer, C., & Sandoval, L. (2002). The role of educational background, activity, and past experiences in Mexican-descent families’ science conversations. Hispanic Journal of Behavioral Sciences, 24(2), 225–248. doi: 10.1177/0739986302024002007
  • Thomas, G. P., & Anderson, D. (2013). Parents’ metacognitive knowledge: Influences on parent-child interactions in a science museum setting. Research in Science Education, 43(3), 1245–1265. doi: 10.1007/s11165-012-9308-z
  • Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, CA: Sage.
  • Zimmerman, H. T., & McClain, L. R. (2014a). Exploring the outdoors together: Assessing family learning in environmental education. Studies in Educational Evaluation, 41, 38–47. doi: 10.1016/j.stueduc.2013.09.007
  • Zimmerman, H. T., & McClain, L. R. (2014b). Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors. Environmental Education Research, 20(2), 177–201. doi: 10.1080/13504622.2013.775219
  • Zimmerman, H. T., McClain, L. R., & Crowl, M. (2013). Understanding how families use magnifiers during nature center walks. Research in Science Education, 43(5), 1917–1938. doi: 10.1007/s11165-012-9334-x
  • Zimmerman, H. T., Reeve, S., & Bell, P. (2010). Family sense making practices in science center conversations. Science Education, 94(3), 478–505.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.