Informal science learning environments, such as science museums, afford a variety of interactions, sense-making processes, participation modes, and roles. Accumulating research advances our understanding of the cognitive and affective dimensions of science learning in informal environments, including the development of scientific sense-making and identity. Despite the variety of opportunities informal settings uniquely afford for physical interactions (particularly relatively to classrooms) and the importance of physical interactions in these settings, research of embodied sense-making and identification in informal settings is scant. In this study, we take a multimodal analysis approach to explore the ways by which visitors' bodies participate in their interactions with each other and with the exhibits at an Israeli science museum. We employ Goodwin's (2007) Embodied Participation Framework to micro-analyze one episode of three visitors engaging with the Pulleys exhibit. The analysis points to the ways in which the physical design of the exhibit shaped the physical interaction. This interaction included embodied sense-making that shaped and was shaped by the visitors' embodied positioning and identification. The study advances the understanding of interactions in science museums by directing attention to the physical interaction rather than focusing solely on verbal interaction and thereby highlighting the role of embodiment. It further illustrates the ways in which video-based field studies coupled with a relevant multimodal analytic framework can explicate the interactional organization of engagement with objects in informal science learning environments.

中文翻译：

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科学博物馆中的具身互动

非正式的科学学习环境，如科学博物馆，提供了各种互动、意义制定过程、参与模式和角色。积累的研究促进了我们对非正式环境中科学学习的认知和情感维度的理解，包括科学意义的形成和身份的发展。尽管非正式环境为身体互动（尤其是相对于教室）提供了独特的各种机会，并且身体互动在这些环境中很重要，但对非正式环境中的具身意义构建和认同的研究却很少。在这项研究中，我们采用多模态分析方法来探索参观者的身体参与彼此互动以及与以色列科学博物馆展品互动的方式。我们采用 Goodwin (2007) 的 Embodied Participation Framework 对参与滑轮展览的三名参观者中的一集进行微观分析。分析指出了展览的物理设计塑造了物理交互的方式。这种互动包括具体的意义建构，由参观者的具体定位和认同塑造和塑造。该研究通过将注意力引向物理互动而不是仅仅关注口头互动，从而突出体现的作用，从而促进了对科学博物馆互动的理解。它进一步说明了基于视频的实地研究与相关的多模态分析框架相结合的方式，可以解释非正式科学学习环境中与对象的交互组织。