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  1. Judy Brown
  2. https://www.frostscience.org/team_member/dr-judy-brown/
  3. Senior VP Education, Emerita
  4. Presenter’s NSFRESOURCECENTERS
  5. Phillip and Patricia Frost Museum of Science
  1. Susan Foutz
  2. Director of Research and Evaluation
  3. Presenter’s NSFRESOURCECENTERS
  4. Childrens Museum of Indianapolis
  1. Cheryl Juarez
  2. Sr. Director of Professional Development
  3. Presenter’s NSFRESOURCECENTERS
  4. Phillip and Patricia Frost Museum of Science
  1. H Chad Lane
  2. https://education.illinois.edu/faculty/hclane
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Illinois, Urbana-Champaign
  1. Sharon Macnab
  2. Science Partnerships Manager
  3. Presenter’s NSFRESOURCECENTERS
  4. Glasgow Science Centre
  1. Andrew Manches
  2. https://www.ed.ac.uk/profile/andrew-manches
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Edinburgh (UoE),
  1. Susan Meikleham
  2. Senior Learning Coordinator
  3. Presenter’s NSFRESOURCECENTERS
  4. Glasgow Science Centre
  1. Sara Price
  2. http://saraprice.wordpress.com
  3. Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University College London
Presenters’
Choice

Move2Learn: Embodied Learning for Preschool Scientists

NSF Awards: 1646940

2018 (see original presentation & discussion)

Grades K-6, Informal / multi-age

M2L investigates the role of movement, gestures, and interaction in pre-school children’s exploration and learning about science in informal settings. The project seeks to transform how learning is understood, and to recognize that changes in knowledge can be developed and revealed not only verbally, but also through physical movement. Such a view is critically important given that many Pre-K learners communicate understanding through nonverbal channels before verbal ones.

The way that individuals express their thinking through different modes is relevant to all learners, but may be particularly relevant to children of new immigrants who are learning a second language, or to children whose parents are under-represented in STEM, and therefore are less likely to have opportunities for science discourse at home (e.g., low SES; members of different racial and ethnic groups; single parent or female-headed households; persons with disabilities). This is of concern in that the preschool years are the period during which children acquire the basic skills and scientific habits of mind that serve as the foundation for understanding more complex science concepts later in their schooling. 

Research sites include six locations across the United States and United Kingdom, with the goal of gathering evidence of embodied interactions during science learning, and articulating design principles about how museum exhibits can most effectively encourage cogniive and physical engagement with science content and processes.

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