Dialogic inquiry in life science conversations of family groups in a museum

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From teachers to testers: How parents talk to novice and expert children in a natural history museum (2007, background): “By measuring what families talked about, the level of analysis included in the talk, and who participated in the conversation, we determined the patterns of discourse that could be considered powerful learning conversations (Ash, 2002; 2003a; 2003b; Ash & Wells, 2006).”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, background): “More specifically, the term sociocultural implies that a social group is engaged in a collaborative activity that is mediated by tools, people, symbols, language and action (Ash, 2003) and usually, in modern societies, the main negotiating medium in this process of learning and teaching is language.”
Parent Guidance of Young Children’s Scientific and Mathematical Reasoning in a Science Museum (2016, background): “While interacting with museum exhibits, parents and children solve problems and co-construct meaning through collaborative inquiry (Ash 2003; Callanan 2012; Falk and Dierking 2000).”