Understanding the Role of Embodied Interaction in Preschool Children’s Learning About Science in Informal Settings

Ghazali-Mohammed, Z. (2018) Understanding the Role of Embodied Interaction in Preschool Children’s Learning About Science in Informal Settings. In: 13th International Conference of the Learning Sciences (ICLS), London, UK, 23-27 Jun 2018, pp. 1857-1859. ISBN 9781732467224

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.

• Item Type: Conference Proceedings
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Ghazali-Mohammed, Dr Zayba
• Authors: Ghazali-Mohammed, Z.
• College/School: College of Medical Veterinary and Life Sciences > School of Psychology & Neuroscience
• Journal Name: Rethinking Learning in the Digital Age. Making the Learning Sciences count
• ISSN: 1573-4552
• ISBN: 9781732467224

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