Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2216
Title: Embodied Artifacts and Conceptual Performances
Authors: Trninic, Dragan
Abrahamson, Dor
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Trninic, D. & Abrahamson, D. (2012). Embodied Artifacts and Conceptual Performances. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 283-290). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Learning scientists are only beginning to appreciate the potential of synergy between two concurrent developments--theory of embodied cognition and technology of embodied interaction. We characterize and evaluate this prospective synergy from a sociocultural perspective. First we analyze learning in explicitly embodied cultural practices (e.g., surfing), then analogize to the implicitly embodied practice of mathematics. We next contextualize this analogy via interpreting data collected in a design-based research study, in which twenty-two 9-to-11-year-olds developed notions of proportionality through participating in guided problem-solving activities in an embodied-interaction space. In both surfing and mathematics, we argue, learners develop "embodied artifacts," i.e. body-based and modular rehearsed actions. Embodied artifacts lend individuals entry into disciplinary competence via participation in action, refinement of operations, and integration into activity structures. Furthermore, embodied artifacts may become "conceptual performances," wherein performance not merely augments, but stands for and constitutes understanding.
URI: https://doi.dx.org/10.22318/icls2012.1.283
https://repository.isls.org//handle/1/2216
Appears in Collections:ICLS 2012

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