Chapter four discusses the importance of interactivity in an informal learning environment. The chapter explains how interactions with parents and teachers when in a museum or even while watching a television show can help a child learn more about the subject. The chapter goes on to further explain the importance of social conversation and how it also enhances science learning in an environment such as a museum. The Frog exhibit allowed for researchers to distinguish between different type of conversation; perceptual talk, conceptual talk, connecting talk, strategic talk and affective talk. The differences in the type of conversation can also be related to the strands of learning in which each talk can increase interest and lead to the next conversation. Furthermore, they type of conversations also present the viewers understanding and interest in the topic.

The chapter mainly focuses on the role of the parent in science learning. I believe that parents play a great role in engaging their child in science. Parents can help foster interest in the field and help invoke the child to draw conclusion and make connections through questions. However, the parents can also discourage learning if they become too involved in the activity as mentioned in the chapter. If a parent begins to take over during the activity, the child suffers, as he/she is not able to understand the concepts as well as the parents who are actively participating. The child becomes an observer and therefore learns less during this process. I believe this also the case with many other group activities, in that if the all the members do not share an equal role, some members may gain more from the experience than other members. This would affect the interest of members of the groups in the topic that is being studied and also affect the desire to continue to learn regarding subjects similar to the topic.