Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4582
Title: When Words Are Not Enough: What Student Gestures and Embodied Responses Tell Us About Understanding Science Through Dance
Authors: Lindberg, Lindsay
Keifert, Danielle
Enyedy, Noel
Danish, Joshua
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lindberg, L., Keifert, D., Enyedy, N., & Danish, J. (2019). When Words Are Not Enough: What Student Gestures and Embodied Responses Tell Us About Understanding Science Through Dance. 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. 953-954). Lyon, France: International Society of the Learning Sciences.
Abstract: First and second grade students in a technology-based immersive learning environment collaboratively created and performed dances as an embodied form of sensemaking to reinforce scientific learning. Providing verbal and gestural feedback on a dance synthesized embodied, enactive, and cognitive practices. Students watching dances used gesture where their vocabulary was no longer adequate to describe their scientific understanding. We argue that legitimizing multimodal forms of expression expands on students' collaborative reasoning tools.
URI: https://doi.dx.org/10.22318/cscl2019.953
https://repository.isls.org//handle/1/4582
Appears in Collections:CSCL 2019

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