Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6842
Title: Designing for Spatial Thinking in STEM: Embodying Perspective Shifts Does Not Lead to Improvements in the Imagined Operations
Authors: DeSutter, Dane
Stieff, Mike
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: DeSutter, D. & Stieff, M. (2020). Designing for Spatial Thinking in STEM: Embodying Perspective Shifts Does Not Lead to Improvements in the Imagined Operations. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 975-982). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Few studies have sought to test whether embodied learning environments produce learning gains on par with more traditional instruction using controlled comparisons. This paper reports on an experimental investigation of an embodied molecular visualization in organic chemistry aiming to teach students about the spatial concept transformation. The study compared two groups: one group received spatial training instruction on transformation with embodied actions in the molecular visualization environment and a control group observed video captures from the same visualization. Comparisons of pre-/post- scores on mental rotation of molecular stimuli pairs showed no difference between the groups on ability to transform molecules post-intervention. We discuss possible explanations for the failure to observe learning in the present study and suggest possible gaps in embodied theory, namely around considering timescales of spatial learning and how embodied learning may interfere with prior conceptions.
URI: https://doi.dx.org/10.22318/icls2020.975
https://repository.isls.org//handle/1/6842
Appears in Collections:ICLS 2020

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