The detailed overview of the guided tour that we provide here underlines that the learning environment designed by botanical gardens, or even other informal scientific institutions more broadly, should encourage dialogue, which involves both BGE and students in creating and making sense of knowledge through joint activities. The findings of this study suggest that facilitating dialogues requires shifting power in the discourse from the educator to the student. Our advice to educators is to ask open-ended questions and use certain moves (e.g., “elicit,” “hold,” “press,” etc.) to encourage students to think, interpret, and gain new understandings through their thoughts. contributions to dialogic discourse. Such discourse can be an essential feature of effective learning in both informal and formal contexts (Ash & Wells, 2006; DeWitt & Hohenstein, 2010; Nystrand, 1997). Another important implication of this study is the use of the framework to identify the pedagogical functions of follow-up moves which was devised by drawing on studies conducted in and out of the school context, we believe that educators in different contexts could use it as a tool to guide their teaching practices and the researchers who use it to analyze learning