Family Discourse on an Arboretum Nature Trail: Explorers, Protectors, Rememberers, and Sticky Features

Autor/inn/en	Uzick, Robert; Patrick, Patricia G.
Titel	Family Discourse on an Arboretum Nature Trail: Explorers, Protectors, Rememberers, and Sticky Features
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 8 (2018) 1, S.76-93 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patrick, Patricia G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2017.1393119
Schlagwörter	Natural Resources; Family Programs; Gardening; Recreational Facilities; Physical Activities; Recreational Activities; Inquiry; Interpersonal Communication; Audio Equipment; Observation; Journal Writing; Discourse Analysis; Informal Education; Interaction; Coding; Cognitive Processes; Behavior; Role; Case Studies; Texas (Houston) + Suchen Sie Ihr Suchwort? Natural Ressource; Natürliche Ressource; Family program; Familienprogramm; Gartenarbeit; Freizeiteinrichtung; Freizeitgestaltung; Interpersonale Kommunikation; Audio-CD; Beobachtung; Zeitschriftenaufsatz; Diskursanalyse; Informelle Bildung; Nichtformale Bildung; Interaktion; Codierung; Programmierung; Cognitive process; Kognitiver Prozess; Rollen; Case study; Fallstudie; Case Study
Abstract	Every year millions of families visit arboretums and botanical gardens, but little research has been conducted into the complex processes at play on a family nature hike. This qualitative study sought to better understand the roles family members play during the hike, the elements of the trail which they mention, the cognitive level of their questions, and the levels at which the conversations occurred. We followed nine (N = 9) families on hikes at the Houston Arboretum and collected with audio recordings, observations, and a researcher journal. Key findings include that questions asked on the nature trail tended to be low level while discourse overall showed higher levels of rigor. During their hikes, family members took on the roles of Explorer, Protector, and Rememberer. Moreover, features that family members saw became 'sticky' features, meaning they were mentioned later in the hike even when the object was not present. The results of this research have important implications for the way informal educators think about the importance of the interactions among family groups. Parents and children interact on nature trails in ways that lead to a greater understanding and appreciation of the natural world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01