In science education, opportunities for hands-on learning such as interacting with real objects or models and engaging in experiments suitable for children catalyze children’s curiosity and interest in active learning by helping them grasp scientific knowledge. This prompts the following question: what is the value of children’s involvement in hands-on learning experiences facilitated by instructors who guide experiments and activities while teaching science? Drawing on recent discussions that emphasize the co-creation of value through interactions, this study focuses on science classes organized by science museums for elementary students. By employing conversation analysis, this study revealed that both instructors and children facilitated the opportunity to engage in hands-on learning within a communal setting. The analysis also suggests that understanding how value is shaped through interactions can help elucidate this process. Although this study does not directly identify a specific value or its recipients, it does imply that children contribute significantly to value co-creation. They display not only compliance with the instructors, but also cooperation, aligning their actions with the instructors’ intentions. Furthermore, the involvement of both instructors and children in organizing these activities hints at the exploration of learning sciences and the inherent value of such engagements.
