Embodying science: the role of the body in supporting young children's meaning making. Issue 10 (3rd July 2022)

• Record Type: Journal Article
• Authors: Thomas Jha, Rhiannon; Price, Sara
• Is Part Of: International journal of science education. Volume 44:Issue 10(2022)
• Page Start: 1659
• Page End: 1679
• Publication Date: 2022-07-03
• Subjects: Embodied learning -- primary science -- air resistance -- multimodal discourse; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2022.2089366
• Languages: English
• ISSNs: 0950-0693

Abstract

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.