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|Title:||Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning|
|Authors:||Parr, Erika David|
Dyer, Elizabeth B.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Parr, E. D., Machaka, N., Dyer, E. B., Krist, C., Langer-Osuna, J., Chavez, R., Malamut, J., Kwon, F., Lange, K., Ramirez, J., Gargroetzi, E., Walkoe, J., Walton, M., Mathayas, N., Danish, J., Tu, X., Zhou, M., Vickery, M., Kelly, S., Lindgren, R., & Shim, S. (2021). Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 843-850). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||This symposium explores the empirical relationship between two theoretically distinct uses of the construct of positioning in the learning sciences. To do so, it brings together different studies that examine teaching and learning in STEM classrooms that incorporate both embodied and social aspects of positioning. These examples contribute to answering the question: How does simultaneously considering students’ and teachers’ embodied movements and social positioning offer new insights into studies of STEM classroom learning? Together, these studies show how different types of positioning are tightly related to one another, suggesting that more research is needed to understand the complex relationships between the physical, social, and epistemic positions in research and design of learning environments.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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