The impact of embodiment research for exhibit design and science - - PowerPoint PPT Presentation

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susan.meikleham@gsc.org.uk

www.move2learn.net

The impact of embodiment research for exhibit design and science communication

Susan Meikleham, Judy Brown, Andrew Manches, Ecsite Conference Experimentarium, Copenhagen, June 2019

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Move2Learn is a UK-US collaborative project investigating how the integration of certain movements into the design

• f science centre exhibits and facilitation can enhance

science learning for early learners.

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Striving to

• Develop a practitioner/researcher interaction model that will

strengthen collaborations

• Understand the role of embodied interaction in young

children’s (ages 3-6) learning about science.

• Inform the intentional design of science exhibits and

communication

susan.meikleham@gsc.org.uk

Project Overview

2018 STEM For All Video Showcase http://videohall.com/p/1199

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susan.meikleham@gsc.org.uk

A Game

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susan.meikleham@gsc.org.uk

Session Goals

• Learn more about embodied learning
• Set the context for our research collaboration
• Try out some tools in development

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Cognition Where is this child’s cognition (thinking)?

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Embodied Cognition

Don’t think of cognition (thinking) as something static stored in brain Do think of cognition (thinking) as a dynamic activity involving our bodies, others and the world around us

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Thinking and Learning – evident in our ‘embodied interaction’

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

susan.meikleham@gsc.org.uk

Why does this matter?

• We have a new window into how we think about science ideas
• We can recognize more diverse ways that children

communicate their understanding

• We can inform the design of hands-on experiences, and even

use emerging technologies that can respond to our actions

• We can inform the way we communicate to children

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Our Research Questions

• 1. In what ways can embodied interaction represent scientific

thinking?

• 2. How can we improve embodied interaction to support

children’s science thinking?

• 3. How does embodied interaction relate to children’s

enjoyment of exhibits?

• 4. How do families influence children’s embodied interaction?
• 5. What, if any, socio-cultural differences exist in children’s

and/or their families embodied interaction?

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Diverse Settings and Exhibits

susan.meikleham@gsc.org.uk

Computer Simulation – Single User The Children’s Museum – Indianapolis, IN

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Full Body Immersive

susan.meikleham@gsc.org.uk

Frost Science, Miami FL

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susan.meikleham@gsc.org.uk

Glasgow Science Centre, Scotland

Multi-user Hands-On Interactives

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Common Goal Affirming and supporting family interactions that can impact learning

• pportunities for all children!

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Multi-site Data Collection

1.

Do differences matter when it comes to understanding data collected across diverse sites?

• 2. Participant population differences
• 3. Environmental differences
• Single vs multiple user exhibits
• Prescribed gesture ( e.g. pointing) vs open
• Duration of experience
• Signage
• Location of exhibit

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Toolkit

Parental Attitudes Learning Science ( PALS) Survey Interview protocols Videocoding and Analysis Schema Embodied Interaction Adult Scaffolding Tool Exhibit Analysis Design Attributes

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Adults’ embodied scaffolding: work in progress

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Practice Time

• Watch the clip
• Note down what you find interesting about the clip
• Share your observations

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Practice Time

• Watch the clip again
• Use the practice sheet
• Share your observations
• How might this data help you?

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Adults’ embodied scaffolding: Ecsite 2019 Pilot Practice

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susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Practice Time

• Watch the clip
• Note down what you find interesting about the clip
• Share your observations

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

Practice Time

• Watch the clip again
• Use the practice sheet
• Share your observations
• How might this data help you?

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

susan.meikleham@gsc.org.uk

#move2learn www.move2learn.net

How can this work inform exhibit design / facilitation?

susan.meikleham@gsc.org.uk

Design Based Research

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Re-design: Balance Exhibit and Facilitation in Glasgow

susan.meikleham@gsc.org.uk

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Reflections What could be the implications for your exhibits/ facilitation?

susan.meikleham@gsc.org.uk

#move2learn a.manches@ed.ac.uk www.move2learn.net

www.move2learn.net Thank you!

#move2learn a.manches@ed.ac.uk www.move2learn.net

www.move2learn.net

Resources

https://www.online-stopwatch.com/countdown- clock/full-screen/