Given the current state of science education Cultural Historical theory appears promising in clarifying how students' social context advances the understanding of science concepts and shapes their attitude toward science. The purpose of the study was to focus on how children's development in science is assisted by both home and school interactions and to understand the learning environment characteristics of children with high and low aptitude in science. The subjects for the study were 32 parent-child dyads who were observed in their seventh-grade science classrooms. Results suggest that high achievers participate in more student-to-student interaction concerning instruction and interact more with the teacher than low achievers. Another conclusion was that mothers of high achievers offered encouragement and support through questions and cues, while the child attempted to take responsibility for the performance of the task. On the other hand, in the dyad composed of mother and low-achieving child, exchanges were less participatory and the child was more passive. Contains 124 references. (JRH)