Pull, feel, and run: Signs of learning in kinesthetic activities in physics

Bjørn Friis Johannsen; Jesper Bruun

Pull, feel, and run: Signs of learning in kinesthetic activities in physics

Bidragets oversatte titel: Træk, mærk og løb: Tegn på læring i kinæstetiske aktiviteter i fysik

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Abstract

Vi undersøger kinæstetiske læringsaktiviteter (KLAer) som en ny læringsteknologi. Lærere vil måske anvendeKLAer til at få studerende til at bruge deres egen krop til at konstruere forståelse for fysikfænomener, fysiske interaktioner og repræsentationer. Imidlertid har få studier undersøgt, hvad der kendetegner læring muligheder gennem KLAer. Ved
brug a/v optagelser, undersøger vi karakteristika to forskellige KLAer: En trækkeaktivitet og en aktivitet med cirkulær bevægelse. I begge aktiviteter, tager eleverne rollen som newtonske objekter. Vi karakteriserer typiske mønstre i aktiviteten: (1) Elevernes veksler mellem legende adfærd og fokuseret reflekterende dialog. (2) De studerendes måder at udføre modellerne i praksis giver læreren muligheder for at stille spørgsmål, der fremmer elevernes engagement og udstikker retninger for elevernes videre undersøgelser. (3) De studerende kan bruge KLAer til at koble deres intra- og interpersonelle erfaringer til formel fysik viden.

Bidragets oversatte titel	Træk, mærk og løb: Tegn på læring i kinæstetiske aktiviteter i fysik
Originalsprog	Engelsk
Publikationsdato	31 aug. 2014
Antal sider	1
Status	Udgivet - 31 aug. 2014
Begivenhed	Physics Education Research Conference 2014: Outpacing New Technologies with Novel Pedagogies: The Role of PER in the Transforming Landscape of Higher Education - University of Minnesota - Twin Cities, Minneapolis, USA Varighed: 30 jul. 2014 → 31 jul. 2014

Konference

Konference	Physics Education Research Conference 2014
Lokation	University of Minnesota - Twin Cities
Land/Område	USA
By	Minneapolis
Periode	30/07/2014 → 31/07/2014

Emneord

Det Natur- og Biovidenskabelige Fakultet
kinæstetisk læring
fysikdidaktik

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Pull_and_RunAccepteret manuskript, 385 KB

Citationsformater

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abstract = "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.",

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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.

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KW - kinaestetic learning activiity

KW - physics education research

KW - kinæstetisk læring

KW - fysikdidaktik

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Y2 - 30 July 2014 through 31 July 2014

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Pull, feel, and run: Signs of learning in kinesthetic activities in physics

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