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Title: Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education
Authors: Abrahamson, Dor
Andrade, Alejandro
Lindwall, Oskar
Bakker, Arthur
Nathan, Mitchell
Walkington, Candace A
Lindgren, Robb
Brown, David
Zohar, Asnat R.
Levy, Sharona T.
Danish, Joshua
Maltese, Adam
Enyedy, Noel
Humburg, Megan
Saleh, Asmalina
Dahn, Maggie
Lee, Christine
Tu, Xintian
Davis, Bria
Georgen, Chris
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Abrahamson, D., Andrade, A., Lindwall, O., Bakker, A., Nathan, M., Walkington, C. A., Lindgren, R., Brown, D., Zohar, A. R., Levy, S. T., Danish, J., Maltese, A., Enyedy, N., Humburg, M., Saleh, A., Dahn, M., Lee, C., Tu, X., Davis, B., & Georgen, C. (2018). Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
Appears in Collections:ICLS 2018

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