Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7592
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dc.contributor.authorParr, Erika David
dc.contributor.authorMachaka, Nessrine
dc.contributor.authorDyer, Elizabeth B.
dc.contributor.authorKrist, Christina
dc.contributor.authorLanger-Osuna, Jennifer
dc.contributor.authorChavez, Rosa
dc.contributor.authorMalamut, Jim
dc.contributor.authorKwon, Faith
dc.contributor.authorLange, Kimiko
dc.contributor.authorRamirez, Jesse
dc.contributor.authorGargroetzi, Emma
dc.contributor.authorWalkoe, Janet
dc.contributor.authorWalton, Margaret
dc.contributor.authorMathayas, Nitasha
dc.contributor.authorDanish, Joshua
dc.contributor.authorTu, Xintian
dc.contributor.authorZhou, Mengxi
dc.contributor.authorVickery, Morgan
dc.contributor.authorKelly, Susan
dc.contributor.authorLindgren, Robb
dc.contributor.authorShim, Soo-Yean
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:53:51Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:53:51Z-
dc.date.issued2021-06
dc.identifier.citationParr, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.843
dc.identifier.urihttps://repository.isls.org//handle/1/7592-
dc.description.abstractThis 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.en_US
dc.format.extentpp. 843-850
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleMovement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learningen_US
dc.typeConference Paperen_US
dc.typeSymposiumen_US
Appears in Collections:ISLS Annual Meeting 2021

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