Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4549
Title: Use of Spatial Sensemaking Practices in Spatial Learning
Authors: Vaishampayan, Abha
Plummer, Julia
Udomprasert, Patricia
Sunbury, Susan
Issue Date: Jun-2019
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.
URI: https://doi.dx.org/10.22318/cscl2019.887
https://repository.isls.org//handle/1/4549
Appears in Collections:CSCL 2019

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