ABSTRACT
As science education increasingly turns attention to how learning occurs through a process of linking practices over time and across social and physical contexts, the everyday practices of children and parents learning together are a focal point. Ecological perspectives on learning recognize how knowledge is carried and distributed to settings and people, as families and individual children generate their own learning and sense-making connections across the settings of their everyday lives (Barron, 2006; Bell et al., 2009, 20092012; Bricker & Bell, 2014; Zimmerman et al., 2009). However, supports designed for enhancing family learning continue to be location-based and content-focused, such as within a single museum, nature center, or library, so that the onus is placed on the families to create their own meaningful connections and coordinate learning across places and over time (Banks et al., 2007; Bell et al., 2012; Lee, 2008; Lemke, 2000) as they engage in the many activities and communities of their everyday lives.
