Abstract
Embodied learning is a nascent term drawing on theories emphasising the role of the body, and body-based interaction in knowledge creation. Whilst embodied learning research has articulated pedagogical and design implications which resonate with museum practice and emphasis on hands-on approaches, translation between embodied learning research and everyday practice is limited. A key challenge is conducting research that is both methodologically rigorous whilst providing tractable implications for complex practice contexts. Whilst this tension is endemic in educational research, the field of embodied learning presents unique challenges. Here, we draw on experiences from a four-year, multisite, academic-practitioner research project investigating embodied learning with young children (3-6 years) in science centres/museums to synthesise, illustrate, and critically reflect on four key challenges: theoretical framing (how embodied learning is conceptualised), nature of the experience (what makes it embodied), evaluating embodied learning, and logistical challenges (capturing multiple modes of interaction, social context, communication). These challenges are illustrated through case studies, contributing a methodological lens for both academics and practitioners investigating the role and implications of embodied learning in museums.