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Designing 'Embodied' Science Learning Experiences for Young Children

Thomas, R; Price, S; Motion, A; (2020) Designing 'Embodied' Science Learning Experiences for Young Children. In: Zaphiris, P and Ioannou, A, (eds.) 22nd International Conference on Human Computer Interaction, LNCS and LNAI. (pp. pp. 207-225). Springer: Cham, Switzerland. Green open access

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Abstract

Research in embodied cognition emphasises the importance of meaningful ‘bodily’ experience, or congruent action, in learning and development. This highlights the need for evidence-based design guidelines for sensorimotor interactions that meaningfully exploit action-based experiences, that are instrumental in shaping the way we conceptualise the world. These sensorimotor experiences are particularly important for young children as they can provide them with an embodied toolkit of resources (independent of language skills or subject specific vocabulary) that they can draw upon to support science ‘think’ and ‘talk’, using their own bodies to develop and express ideas through gesture, that are grounded on sensorimotoric representations from action experiences. Taking an iterative design-based research (DBR) approach, this paper reports the design, development and deployment of a programme of outdoor activities for children aged 4–6 years, that drew on embodied cognition theory to foster meaningful action in relation to ideas of air resistance. This research is relevant to researchers, practitioners and designers. It makes a contribution to learning experience design by making explicit the process of applying key components of embodied cognition theory to the design of science learning activities for early years, and how this can effectively inform digital design.

Type: Proceedings paper
Title: Designing 'Embodied' Science Learning Experiences for Young Children
Event: 22nd International Conference on Human Computer Interaction
Location: Copenhagen
Dates: 19 July 2020 - 24 July 2020
ISBN-13: 978-3-030-50512-7
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-3-030-50513-4_16
Publisher version: https://doi.org/10.1007/978-3-030-50513-4_16
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Embodied cognition, Early years science, Digital design
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10090974
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