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 Tal; Danish, Joshua Adam; Maltese, Adam Vincent; Enyedy, Noel; Humburg, Megan; Saleh, Asmalina; Dahn, Maggie; Lee, Christine U.; Tu, Xintian; Davis, Bria; Georgen, Chris; Lindwall, Oskar; Education, Mathematics; Education, Sub Mathematics

2018

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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 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).

Keywords

physical movementembodimentSTEM educationdesign for learningconceptual learningmathematics educationphysics educationchemistry education

Concepts

Framing (construction)CognitionMovement (music)Cognitive sciencePhysical scienceLearning sciencesComputer scienceSet (abstract data type)Experiential learningMathematics educationPsychologyCognitive psychologyEngineeringNeuroscienceProgramming languageStructural engineeringAestheticsPhilosophy

Citation

Abrahamson, D (2018). Moving forward: In search of synergy across diverse views on the role of physical movement in design for STEM education. Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018), 1243--1250 https://repository.isls.org/handle/1/600

Metadata

Source: eScholarship (California Digital Library)
Domain: Social Sciences
Field: Arts and Humanities
Subfield: General Arts and Humanities
Topic: Corporeality, Perception, and Education
Open access: Open Access
Citation count: 3
Work ID: W2907591718