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https://repository.isls.org//handle/1/2742
Title: | Embodied Experiences within an Engineering Curriculum |
Authors: | Bolger, Molly Kobiela, Marta Weinberg, Paul Lehrer, Rich |
Issue Date: | Jun-2010 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Bolger, M., Kobiela, M., Weinberg, P., & Lehrer, R. (2010). Embodied Experiences within an Engineering Curriculum. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 706-713). Chicago IL: International Society of the Learning Sciences. |
Abstract: | Although simple mechanisms are commonplace, reasoning about how they work-- mechanistic reasoning--is often challenging. To foster mechanistic reasoning, we engaged students in the third- and sixth-grades in the design of kinetic toys that consisted of systems of linked levers. To make the workings of these systems more visible, students participated in forms of activity that we conjectured would afford bodily experience of some of the properties of these mechanisms: constraint and rotary motion. Students progressively re-described and inscribed these embodied experiences as mathematical systems. We report a microgenetic study of one case study student, tracing how embodying and mathematizing motion supported the development of reasoning about how levered systems work. |
URI: | https://doi.dx.org/10.22318/icls2010.1.706 https://repository.isls.org//handle/1/2742 |
Appears in Collections: | ICLS 2010 |
Files in This Item:
File | Size | Format | |
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706-713.pdf | 453.38 kB | Adobe PDF | View/Open |
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