At Glasgow Science Centre (GSC), we have been focusing on children’s understanding of balance using an existing balance board exhibit and pre/post-interviews with the describe, predict, explain format. Our early studies with children indicated that children’s interaction with the balance board led to them using balance-type gestures in post-interaction interviews. In early 2019, we collected data from adult-child dyads invited into GSC, using the same protocol with slight adaptations: no transfer tasks, a pre-interview, inclusion of the Parents’ Attitudes about Learning Science (PALS) Survey and exploratory questions about enjoyment. This study showed us that the interaction with parents is generally better than when children are interacting with other children; however, children engaged more in the interviews with their peers compared to when with their parents. For these reasons we have decided to run two studies: one with adult-child dyads recruited at GSC, and one with child-child dyads recruited from nurseries (preschools). We are currently in the process of exploratory analysis of data from adult-child dyads collected in March 2019. We are using the exploratory analysis to continue developing a video coding framework for future studies, as well as revising the protocol to develop a procedure to use for our main studies with adult-child dyads, and child-child dyads. We intend on collecting further data throughout Summer 2019 and Autumn 2019.
Alongside this, although somewhat independent of M2L, we have begun working on redesign of the existing balance board into a prototype of a digitized version as part of our Wellcome Trust Impact funding. The redesign is being informed by our current studies and analysis on M2L. We plan to run evaluation studies of the prototype nearer the end of 2019.
Find out more about the Move2Learn project at the website
This material is based upon work supported under a collaboration between the National Science Foundation (NSF), the Wellcome Trust, and the Economic and Social Research Council (ESRC) via a grant from the NSF (NSF grant no. 1646940) and a grant from the Wellcome Trust with ESRC (Wellcome Trust grant no. 206205/Z/17/Z) Disclaimer:Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the view of NSF, the Wellcome Trust, or ESRC.