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|Title:||Embodied Representations in Computing Education: How Gesture, Embodied Language, and Tool Use Support Teaching Recursion|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Solomon, A., Bae, M., DiSalvo, B., & Guzdial, M. (2020). Embodied Representations in Computing Education: How Gesture, Embodied Language, and Tool Use Support Teaching Recursion. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2133-2140). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Computing education research has yet to think about how instructors use embodied actions and ideas when teaching the skills involved in "doing and learning" computing. In this paper, we describe two case studies of computing instructors using embodied representations - in the form of gestures, embodied language, and tool use - to teach recursion. We used grounded theory to analyze a set of naturalistic video recordings of undergraduate computing professors teaching recursion to their class. We contribute a conceptual framework of the kinds of embodied representations teachers use in computing classrooms as the first step towards understanding how embodiment support student learning.|
|Appears in Collections:||ICLS 2020|
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