Minna, Nygren;
Rhiannon, Thomas;
Price, Sara;
(2024)
Designing for embodied proximity.
Visitor Studies
, 27
(2)
pp. 160-183.
10.1080/10645578.2024.2399487.
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Abstract
This paper draws on notions of embodied learning to inform exhibit design that fosters children’s meaningful embodied engagement to successfully unveil science ideas. While children’s interaction in the museum is often hands-on and speaks to the physical emphasis that embodiment brings, observation of children’s spontaneous engagement at a museum’s Water Zone revealed opportunities and barriers to engagement with, and access to, science ideas in terms of what we call ‘embodied proximity’ and ‘embodied dislocation’. Drawing on design considerations from these findings a set of purpose-built prototype exhibits were developed and deployed to examine how they supported children’s embodied exploration of science. The findings highlight key design dimensions that support children’s accessing and making meaning about science through fostering embodied proximity: considering palette of embodied features; applying direct multisensorial experience; developing temporal-positional contiguity; and designing opportunities for communicating experiences through the body.
| Type: | Article |
|---|---|
| Title: | Designing for embodied proximity |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/10645578.2024.2399487 |
| Publisher version: | https://doi.org/10.1080/10645578.2024.2399487 |
| Language: | English |
| Additional information: | © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. 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. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Children; design;embodied learning;museum; science learning |
| UCL classification: | UCL 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/10196390 |
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