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

Jha, Rhiannon Thomas; Price, Sara

doi:10.1080/09500693.2022.2089366

Cited by 2 publications

(1 citation statement)

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“…These calls emphasise the need to investigate embodied learning within practice environments, 'in the wild'; however, whilst the challenges of conducting high-quality, methodologically-rigorous, research in messy contexts is well-recognised, embodied learning work introduces new challenges that researchers must navigate. The contribution of this paper is to synthesise, illustrate, and critically reflect on four key methodological challenges, drawing on experiences from an international 4-year multisite project on embodied learning in informal learning contexts ('Move2Learn'), as well as prior work of the team (Nygren et al, 2023;Thomas Jha and Price, 2022;Lindgren and Johnson-Glenberg, 2013).…”

Section: Introductionmentioning

confidence: 99%

Methodological challenges and insights for researching embodied learning in museums

Price,

Manches,

Lindgren

et al. 2024

Multimodality & Society

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Embodied learning is a nascent term drawing on theories emphasising the role of the body, and body-based interaction in knowledge creation. Whilst embodied learning research has articulated pedagogical and design implications which resonate with museum practice and emphasis on hands-on approaches, translation between embodied learning research and everyday practice is limited. A key challenge is conducting research that is both methodologically rigorous whilst providing tractable implications for complex practice contexts. Whilst this tension is endemic in educational research, the field of embodied learning presents unique challenges. Here, we draw on experiences from a four-year, multisite, academic-practitioner research project investigating embodied learning with young children (3–6 years) in science centres/museums to synthesise, illustrate, and critically reflect on four key challenges: theoretical framing (how embodied learning is conceptualised), nature of the experience (what makes it embodied), evaluating embodied learning, and logistical challenges (capturing multiple modes of interaction, social context, communication). These challenges are illustrated through case studies, contributing a methodological lens for both academics and practitioners investigating the role and implications of embodied learning in museums.

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Section: Introductionmentioning

confidence: 99%