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Abstract：
Although adults are known to play an important role in young children\'s development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine-grained moment-by-moment analysis of video-recorded interaction of children and their adult carers around science-themed objects. Taking an enactive cognition perspective, the analysis enables access to subtle shifts in interactants\' perception, action, gesture, and movement to examine how young children engage with exhibits, and the role adult action plays in supporting young children\'s engagement with exhibits and developing ideas about science. Our findings demonstrate that intergenerational \"embodied scaffolding\" is instrumental in making \"enactive potentialities\" in the environment more accessible for children, thus deepening and enriching children\'s engagement with science. Adult action is central to revealing scientific dimensions of objects\' interaction and relationships in ways that expose novel types of perception and action opportunities in shaping science experiences and meaning making. This has implications for science education practices since it foregrounds not only \"doing\" science, through active hands-on activities, but also speaks to the interconnectedness between senses and the role of the body in thinking. Drawing on the findings, this paper also offers design implications for informal science learning environments.
摘要：
虽然众所周知，成年人在幼儿的发展中起着重要的作用，很少有工作集中在非正式学习环境中脚手架的活跃特征上，以及代际互动的具体动态。为了解决这个差距，本文进行了微观互动分析，以研究科学博物馆环境中的代际协作互动。本文对儿童及其成年照顾者围绕科学主题对象的视频记录互动进行了细粒度的即时分析。从积极的认知角度来看，通过分析，可以获得交互感知的微妙变化，行动,手势,以及检查幼儿如何参与展品的运动，成人行动在支持幼儿参与展览和发展科学思想方面的作用。我们的研究结果表明，代际“嵌入式脚手架”有助于使儿童更容易获得环境中的“积极潜力”，从而加深和丰富儿童对科学的参与。成人行动对于揭示对象互动和关系的科学维度至关重要，这些方式揭示了塑造科学经验和意义的新颖类型的感知和行动机会。这对科学教育实践有影响，因为它不仅预示着“做”科学，通过积极的实践活动，但也谈到了感官和身体在思维中的作用之间的相互联系。根据调查结果，本文还为非正式科学学习环境提供了设计启示。
