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|Title:||A Knowledge Analytic Comparison of Cued Primitives When Students Are Explaining Predicted and Enacted Motions|
|Authors:||Lee, Victor R.|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Lee, V. R. (2016). A Knowledge Analytic Comparison of Cued Primitives When Students Are Explaining Predicted and Enacted Motions In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||The Knowledge in Pieces theoretical perspective posits p-prims as an important knowledge element in intuitive reasoning. Because p-prims are a class of knowledge elements developed and abstracted from everyday physical experiences, it seems plausible that immediate physical experiences, both in terms of sensations and actual observations of motion, would cue knowledge in different ways than when those experiences are just discussed as hypotheticals. This paper presents two cases to show that immediate embodied experiences with everyday objects does change which p-prims are cued and how they are deployed by students to explain situations involving motion. These cases come from a corpus of videorecorded interviews with high school students who were asked to explain predicted and enacted motions that involved deliberate sensory engagement with their bodies. Findings suggest that a connection is indeed present, and learners’ embodied experiences should be leveraged in future work to support conceptual change in science.|
|Appears in Collections:||ICLS 2016|
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