Moving forward : In search of synergy across diverse views on the role of physical movement in design for stem education Article Swipe
Dor Abrahamson
,
Alejandro Andrade
,
Arthur Bakker
,
Mitchell J. Nathan
,
Candace Walkington
,
Robb Lindgren
,
David E. Brown
,
Asnat R. Zohar
,
Sharona T. Levy
,
Joshua Danish
,
Adam V. Maltese
,
Noel Enyedy
,
Megan Humburg
,
Asmalina Saleh
,
Maggie Dahn
,
Christine U. Lee
,
Xintian Tu
,
Bria Davis
,
Chris Georgen
,
Oskar Lindwall
·
YOU?
·
· 2018
· Open Access
·
YOU?
·
· 2018
· Open Access
·
Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
Related Topics
Concepts
Framing (construction)
Cognition
Movement (music)
Cognitive science
Physical science
Learning sciences
Computer science
Set (abstract data type)
Experiential learning
Mathematics education
Psychology
Cognitive psychology
Engineering
Neuroscience
Programming language
Structural engineering
Aesthetics
Philosophy
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://escholarship.org/uc/item/4ns6d5g8
- https://escholarship.org/uc/item/4ns6d5g8
- OA Status
- green
- Cited By
- 3
- References
- 18
- Related Works
- 20
- OpenAlex ID
- https://openalex.org/W2907591718
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W2907591718Canonical identifier for this work in OpenAlex
- Title
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Moving forward : In search of synergy across diverse views on the role of physical movement in design for stem educationWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2018Year of publication
- Publication date
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2018-06-01Full publication date if available
- Authors
-
Dor Abrahamson, Alejandro Andrade, Arthur Bakker, Mitchell J. Nathan, Candace Walkington, Robb Lindgren, David E. Brown, Asnat R. Zohar, Sharona T. Levy, Joshua Danish, Adam V. Maltese, Noel Enyedy, Megan Humburg, Asmalina Saleh, Maggie Dahn, Christine U. Lee, Xintian Tu, Bria Davis, Chris Georgen, Oskar LindwallList of authors in order
- Landing page
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https://escholarship.org/uc/item/4ns6d5g8Publisher landing page
- PDF URL
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https://escholarship.org/uc/item/4ns6d5g8Direct link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
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greenOpen access status per OpenAlex
- OA URL
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https://escholarship.org/uc/item/4ns6d5g8Direct OA link when available
- Concepts
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Framing (construction), Cognition, Movement (music), Cognitive science, Physical science, Learning sciences, Computer science, Set (abstract data type), Experiential learning, Mathematics education, Psychology, Cognitive psychology, Engineering, Neuroscience, Programming language, Structural engineering, Aesthetics, PhilosophyTop concepts (fields/topics) attached by OpenAlex
- Cited by
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3Total citation count in OpenAlex
- Citations by year (recent)
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2021: 3Per-year citation counts (last 5 years)
- References (count)
-
18Number of works referenced by this work
- Related works (count)
-
20Other works algorithmically related by OpenAlex
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| abstract_inverted_index.directly. | 134 |
| abstract_inverted_index.framework | 60 |
| abstract_inverted_index.highlight | 99 |
| abstract_inverted_index.implicate | 38 |
| abstract_inverted_index.learning, | 46 |
| abstract_inverted_index.practice. | 27 |
| abstract_inverted_index.resource. | 74 |
| abstract_inverted_index.sciences, | 9 |
| abstract_inverted_index.stimulate | 96 |
| abstract_inverted_index.symposium | 76 |
| abstract_inverted_index.validated | 59 |
| abstract_inverted_index.chemistry, | 143 |
| abstract_inverted_index.conceptual | 45 |
| abstract_inverted_index.developing | 34 |
| abstract_inverted_index.ecological | 145 |
| abstract_inverted_index.embodiment | 4 |
| abstract_inverted_index.evaluating | 18 |
| abstract_inverted_index.geometry), | 141 |
| abstract_inverted_index.innovative | 107 |
| abstract_inverted_index.leveraging | 62 |
| abstract_inverted_index.themselves | 126 |
| abstract_inverted_index.discussion, | 97 |
| abstract_inverted_index.educational | 24, 73 |
| abstract_inverted_index.empirically | 58 |
| abstract_inverted_index.mathematics | 139 |
| abstract_inverted_index.researchers | 10, 31 |
| abstract_inverted_index.students’ | 65 |
| abstract_inverted_index.activity’s | 122 |
| abstract_inverted_index.conceptually | 55 |
| abstract_inverted_index.implications | 19 |
| abstract_inverted_index.learning?” | 94 |
| abstract_inverted_index.(proportions, | 140 |
| abstract_inverted_index.technological | 108 |
| abstract_inverted_index.domain-specific | 35 |
| abstract_inverted_index.(predator–prey, | 148 |
| abstract_inverted_index.socio–cognitive | 72 |
| cited_by_percentile_year.max | 97 |
| cited_by_percentile_year.min | 95 |
| countries_distinct_count | 4 |
| institutions_distinct_count | 20 |
| citation_normalized_percentile.value | 0.68474943 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |