Embodying Science: The Role of the Body in Supporting Young Children's Meaning Making

Autor/inn/en	Thomas Jha, Rhiannon; Price, Sara
Titel	Embodying Science: The Role of the Body in Supporting Young Children's Meaning Making
Quelle	In: International Journal of Science Education, 44 (2022) 10, S.1659-1679 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2089366
Schlagwörter	Elementary School Students; Elementary School Science; Science Education; Hands on Science; Science Activities; Concept Formation; Sensory Experience; Learner Engagement; Active Learning; Perceptual Motor Learning; Learning Modalities; Program Effectiveness; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung; Sinnerfahrung; Aktives Lernen; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Lernumgebung; Ausland; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01