This article aims to analyze the scientific learning in everyday life through the use of an ecological framework for learning in places and pursuits, as shown by a recent report on the informal science learning. The framework provides a set of a priori categories that helped analyze data from dialogues between a mother and her daughters, occurring spontaneously in everyday life and interviews with people in public places, chosen at random. It was possible to see that, indeed, the learning of science permeates the activities of daily life, occurring in many different forms and through different people and activities.
Informal learning; Scientific learning in daily life; Science teaching
