Moving forward: In search of synergy across diverse views on the role of physical movement in design for stem education
Abrahamson, Dor; Andrade, Alejandro; Bakker, Arthur; Nathan, Mitchell J.; Walkington, Candace; Lindgren, Robb; Brown, David E.; Zohar, Asnat R.; Levy, Sharona T.; Danish, Joshua A.; Maltese, Adam V.; Enyedy, Noel; Humburg, Megan; Saleh, Asmalina; Dahn, Maggie; Lee, Christine; Tu, Xintian; Davis, Bria; Georgen, Chris; Lindwall, Oskar
(2018)
Proceedings of International Conference of the Learning Sciences, ICLS, volume 2, issue 2018-June, pp. 1243 - 1250
Proceedings of International Conference of the Learning Sciences, ICLS, volume 2, issue 2018-June, pp. 1243 - 1250
13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, volume 2, issue 2018-June, pp. 1243 - 1250
(Part of book)
Abstract
Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has
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yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
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Keywords: Computer Science (miscellaneous), Education
ISSN: 1814-9316
Publisher: International Society of the Learning Sciences
(Peer reviewed)
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