Caregiver–Child Spatial Talk During Museum Tinkering and Children's Spatial Language at Reflection: The Roles of Storytelling and STEM Belonging

ABSTRACT Informal learning experiences in museums can offer rich spatial learning opportunities crucial for STEM success, but questions remain about how to design activities that support both family engagement in spatial thinking and belonging. We examined whether integrating storytelling into a museum tinkering program would support families' spatial talk and observed belonging. Twenty‐one families with children ages 4–10 years ( M age = 7.22; 38% female; 48% White) participated in a tinkering program involving spatial problem solving at a children's museum. Families who used toy characters engaged in more storytelling during tinkering. Caregivers' storytelling positively related to their manifestations of belonging (e.g., persistence, enjoyment, comfortability) and spatial talk during tinkering. Children's storytelling and belonging behaviors during tinkering predicted their spatial talk at reflection. These findings suggest that exhibit design that situates spatial challenges in families' stories can create conditions for spatial thinking and STEM belonging, with practical implications for informal educators.