Pull, feel, and run: Signs of learning in kinesthetic activities in physics
Publikation: Konferencebidrag › Poster › Forskning › fagfællebedømt
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Pull, feel, and run : Signs of learning in kinesthetic activities in physics. / Johannsen, Bjørn Friis; Bruun, Jesper.
2014. Poster session præsenteret ved Physics Education Research Conference 2014, Minneapolis, USA.Publikation: Konferencebidrag › Poster › Forskning › fagfællebedømt
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TY - CONF
T1 - Pull, feel, and run
T2 - Physics Education Research Conference 2014
AU - Johannsen, Bjørn Friis
AU - Bruun, Jesper
PY - 2014/8/31
Y1 - 2014/8/31
N2 - We investigate kinesthetic learning activities (KLAs) as a new learning technologies. Teachers may want to employ KLAs to have students use their own bodies in learning to construct an appropriate level of understanding of physics entities, interactions and representations. However, few studies have investigated what characterizes learning opportunities afforded through KLAs. Using a/v recordings, we investigate characteristics of two different KLAs: A pulling and a circular movement activity. In both activities, students enact Newtonian objects. Here we characterize typical levels of affordances: (1) Students 'oscillate' between playful behavior and focused reflective dialogue. (2) Students' ways to enact models afford opportunities for a teacher to ask questions that foster and direct further student engagement. (3) Students make sense of the KLAs by linking their intra- and interpersonal experiences to formal physics knowledge. Digital learning hardly affords the same opportunities as KLAs do for students to authentically arrive at bodily experiences.
AB - We investigate kinesthetic learning activities (KLAs) as a new learning technologies. Teachers may want to employ KLAs to have students use their own bodies in learning to construct an appropriate level of understanding of physics entities, interactions and representations. However, few studies have investigated what characterizes learning opportunities afforded through KLAs. Using a/v recordings, we investigate characteristics of two different KLAs: A pulling and a circular movement activity. In both activities, students enact Newtonian objects. Here we characterize typical levels of affordances: (1) Students 'oscillate' between playful behavior and focused reflective dialogue. (2) Students' ways to enact models afford opportunities for a teacher to ask questions that foster and direct further student engagement. (3) Students make sense of the KLAs by linking their intra- and interpersonal experiences to formal physics knowledge. Digital learning hardly affords the same opportunities as KLAs do for students to authentically arrive at bodily experiences.
KW - Faculty of Science
KW - kinaestetic learning activiity
KW - physics education research
KW - kinæstetisk læring
KW - fysikdidaktik
M3 - Poster
Y2 - 30 July 2014 through 31 July 2014
ER -
ID: 128609782