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Embodying science: the role of the body in supporting young children's meaning making

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). Green open access

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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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