This paper describes the application of a "biosocial" approach to informal health and science education. As an engagement between biological and critical social sciences, biosocial theory has sought to re-articulate human bodies as fundamentally the product of interrelationships between the biological and social dimensions of human life. Applying this approach to health and science education, we conducted approximately 200 public demonstrations at a science museum with school-aged participants over a two-year period. These demonstrations were designed to describe cutting edge research into "biosocial mechanisms" such as allostatic load and epigenetics. We examined survey responses and informal conversation with participants in order to characterize key themes that emerged within these interactions. Our analysis identifies a distinct biosocial "science talk" characterized, at varying degrees of complexity, by an emphasis on complex inter-relationships between environments and biology, the mutability of bodies, and the role of social structures and personal experiences in shaping health outcomes. We argue that these forms of science talk reflect the highly individualized and relational functioning of the biosocial mechanisms. We contend that this approach is not only accessible and easily adaptable to informal science education, but of increasing relevance given the impact of the COVID-19 pandemic.