Thomas Jha, Rhiannon;
Price, Sara;
(2022)
Embodying science: the role of the body in supporting young children's meaning making.
International Journal of Science Education
10.1080/09500693.2022.2089366.
(In press).
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Abstract
Primary school science emphasises hands-on interactions, but little is known about how the sensorimotor experiences these interactions provide shape children’s science ideas. Early interactions with science need to be engaging as these shape children’s developing attitudes towards science and themselves as science learners; however, these activities need to go beyond engagement to set children up with the resources they need to develop and deepen their learning. Findings demonstrate that designing science activities and the discourse they are situated within through an embodied lens can support children’s meaning making by providing them with sensorimotor experiences to draw upon, valuing their lived experiences and being open to their multiple modes of communication. Such body-based activities offer alternative routes into learning which are playful, engaging, and dynamic, whilst making concrete connections between children’s interactions and the development of complex science ideas.
| Type: | Article |
|---|---|
| Title: | Embodying science: the role of the body in supporting young children's meaning making |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09500693.2022.2089366 |
| Publisher version: | https://doi.org/10.1080/09500693.2022.2089366 |
| Language: | English |
| Additional information: | Copyright © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Embodied learning, primary science, air resistance, multimodal discourse |
| UCL classification: | 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 UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10150644 |
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