Embodied interactions in a science museum

Shaby, Neta; Vedder‐Weiss, Dana

doi:10.1002/sce.21666

Cited by 6 publications

(1 citation statement)

References 69 publications

(105 reference statements)

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“…Although interaction analysis has looked at details of movement in learning (e.g., Goodwin, 2018), family interactions (e.g., Shaby & Vedder‐Weiss, 2021; Zimmerman & McClain, 2016) and embodied experiences that foreground action and physicality have been explored in some CSCL work (e.g., Rosé et al, 2020; Stahl et al, 2014), they have not focused on the process of how enactive potentialities in the environment are discovered and acted upon by the interactants—how participants use action and enact sensorimotor knowledge in the environment that is aligned with a science idea. Core to our analysis was understanding how a child might come to have an experience with science idea sensorially, and how actions around this experience may be organized so that this experience is made accessible for the child.…”

Section: Methodsmentioning

confidence: 99%

The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration

Nygren,

Price,

Thomas Jha

2023

Science Education

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Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine‐grained moment‐by‐moment analysis of video‐recorded interaction of children and their adult carers around science‐themed objects. Taking an enactive cognition perspective, the analysis enables access to subtle shifts in interactants’ perception, action, gesture, and movement to examine how young children engage with exhibits, and the role adult action plays in supporting young children's engagement with exhibits and developing ideas about science. Our findings demonstrate that intergenerational “embodied scaffolding” is instrumental in making “enactive potentialities” in the environment more accessible for children, thus deepening and enriching children's engagement with science. Adult action is central to revealing scientific dimensions of objects’ interaction and relationships in ways that expose novel types of perception and action opportunities in shaping science experiences and meaning making. This has implications for science education practices since it foregrounds not only “doing” science, through active hands‐on activities, but also speaks to the interconnectedness between senses and the role of the body in thinking. Drawing on the findings, this paper also offers design implications for informal science learning environments.

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Section: Methodsmentioning

confidence: 99%

The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration

Nygren,

Price,

Thomas Jha

2023

Science Education

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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Incorporating AR/VR-assisted learning into informal science institutions: A systematic review

2023

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Embodied interactions in a science museum

Abstract: Informal science learning environments, such as science museums, afford a variety of interactions, sense-making processes, participation modes, and roles. Accumulating research advances our understanding of the cognitive and

Cited by 6 publications

References 69 publications

The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration

The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Incorporating AR/VR-assisted learning into informal science institutions: A systematic review

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