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|Title:||Use of Spatial Sensemaking Practices in Spatial Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Vaishampayan, A., Plummer, J., Udomprasert, P., & Sunbury, S. (2019). Use of Spatial Sensemaking Practices in Spatial Learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 887-888). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||This paper describes an approach to understanding how 11-12-year-old students (N=185) engage in spatial thinking through use of sensemaking practices. There is limited research on nature of students' spatial thinking when learning discipline-specific content knowledge during classroom instruction. We use embodied cognition to examine the kinds of sensemaking practices students use when applying perspective-taking skill to learn seasons and lunar phases, and the teacher's role in shaping those practices.|
|Appears in Collections:||CSCL 2019|
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