Kinaesthetic activities in physics instruction: Image schematic justification and design based on didactic situations

Jesper Bruun; Frederik V Christiansen

Kinaesthetic activities in physics instruction: Image schematic justification and design based on didactic situations

Bidragets oversatte titel: Kinæstetiske aktiviteter i fysikundervisningen: Billedskematisk

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Abstract

En af de store udfordringer studerende har med at lære fysik er at udvikle en begrebsmæssig forståelse af fysikkens centrale begreber. Mange forfattere hævder, at studerendes opfattelser af grundlæggende fysiske fænomener er forankret i basale skemaer med oprindelse i grundlæggende kinæstetiske erfaringer i verden. Hvis sådanne skemaer har en kropslig basis, bør det kunne udnyttes i fysikundervisningen. Derfor argumenterer vi for at kinæstetiske aktiviteter med omhyggelige eksperientielle og begrebsmæssige analyser, kan hjælpe studerendes grundlæggende begrebsdannelser i fysik og kan overvinde den fænomenologiske kløft mellem oplevelser og konceptuelle forståelse. Vi diskuterer billedskemaers karakter og fokuserer især på ét: effort-resistance-flow. Vi hævder, at dette skema er grundlæggende ikke kun i vores daglige erfaring, men også i mange grene af fysikken. Vi viser, hvordan en bestemt kinæstetisk model kan understøtte elevernes forståelse og intuition med hensyn til centrale fysik begreber, og beskriver og forklarer udformningen af lektion baseret på modellen.

Bidragets oversatte titel	Kinæstetiske aktiviteter i fysikundervisningen: Billedskematisk
Originalsprog	Engelsk
Tidsskrift	NorDiNa: Nordic Studies in Science Education
Vol/bind	12
Udgave nummer	1
Sider (fra-til)	56-72
ISSN	1504-4556
Status	Udgivet - 2016

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title = "Kinaesthetic activities in physics instruction: Image schematic justification and design based on didactic situations",

abstract = "One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students{\textquoteright} conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students{\textquoteright} acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition with respect to central physics concepts, and describe and explain the design of lesson with based on the model.",

author = "Jesper Bruun and Christiansen, {Frederik V}",

year = "2016",

language = "English",

volume = "12",

pages = "56--72",

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T1 - Kinaesthetic activities in physics instruction

T2 - Image schematic justification and design based on didactic situations

AU - Bruun, Jesper

AU - Christiansen, Frederik V

PY - 2016

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N2 - One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students’ conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students’ acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition with respect to central physics concepts, and describe and explain the design of lesson with based on the model.

AB - One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students’ conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students’ acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition with respect to central physics concepts, and describe and explain the design of lesson with based on the model.

M3 - Journal article

SN - 1504-4556

VL - 12

SP - 56

EP - 72

JO - NorDiNa: Nordic Studies in Science Education

JF - NorDiNa: Nordic Studies in Science Education

IS - 1

ER -

Kinaesthetic activities in physics instruction: Image schematic justification and design based on didactic situations

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