Edinburgh Research Explorer

Understanding the role of embodied interaction in preschool children’s learning about science in informal settings

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Original languageEnglish
Title of host publication13th International Conference of the Learning Sciences
Subtitle of host publicationRethinking Learning in the Digital Age: Making the Learning Sciences Count
PublisherInternational Society of the Learning Sciences
Pages1857-1859
Number of pages3
Volume3
Edition2018
ISBN (Print)9781732467224
Publication statusPublished - 1 Jul 2018

Publication series

Name
PublisherInternational Society of the Learning Sciences (ISLS)
ISSN (Print)1573-4552

Abstract

Science researchers and practitioners are often challenged by how best to assess the effectiveness of science activities in preschool children whose language skills are still emerging. Yet, research has demonstrated the critical importance of early learning on individual potential. Building on evidence that movement is tightly intertwined with thinking, this project will investigate how thought and movement link as embodied leaning to enhance science understanding. During a 3-year period, researcher-practitioner teams across six museum sites will collaboratively investigate links between movement and learning outcomes at selected science exhibits for young learners. The study aims to gather evidence for embodied interactions during science learning and articulate design principles about how museum exhibits can most effectively encourage cognitive and physical engagement with science. Such guidelines are largely absent in the field of informal science learning; hence this project seeks transformational change in how learning is understood. © ISLS.

    Research areas

  • museums, design principles, embodied interaction, informal science, learning outcome, museum exhibits, pre-school children, science activities, science learning, e-learning

ID: 75899062