The interplay between dialogue, cognitive schemata and kinesthetic learning: Bodily explorations of force related concepts in physics

Jesper Bruun; Bjørn Friis Johannsen

The interplay between dialogue, cognitive schemata and kinesthetic learning: Bodily explorations of force related concepts in physics

Bidragets oversatte titel: Samspillet mellem dialog, kognitive skemaer og kinæstetisk læring: Kropslig udforskning af kraftrelaterede koncepter i fysikundervisning

Jesper Bruun, Bjørn Friis Johannsen

Abstract

Vi spørger hvordan studerende bruger kommunikative tegn (f. eks. tale og gestik) til at forme og udvikle kognitive skemaer under en kropslig udforskning af bevægelse i en læringsaktivitet i fysik. Vi beskriver dette sampspil mellem dialog, kognitiion og kropslig udforskning som kinæstetisk læring. Vi stiller spørgsmålet: Hvilke tegn på at studerende udleder formel korrekt fysikviden fra kinæstetisk læring kan en lærer kigge efter?

Bidragets oversatte titel	Samspillet mellem dialog, kognitive skemaer og kinæstetisk læring: Kropslig udforskning af kraftrelaterede koncepter i fysikundervisning
Originalsprog	Engelsk
Publikationsdato	2014
Antal sider	2
Status	Udgivet - 2014
Begivenhed	The First Conference of the International Association for Cognitive Semiotics - Lund University, Lund, Sverige Varighed: 25 sep. 2014 → 27 sep. 2014 Konferencens nummer: 1

Konference

Konference	The First Conference of the International Association for Cognitive Semiotics
Nummer	1
Lokation	Lund University
Land/Område	Sverige
By	Lund
Periode	25/09/2014 → 27/09/2014

Emneord

Det Natur- og Biovidenskabelige Fakultet
kinæstetisk læring
fysik
semiotik

Adgang til dokumentet

http://konferens.ht.lu.se/fileadmin/user_upload/project/ccs/IACS_Book_of_Abstracts-6.pdf

Kropslige øvelser i naturfaglig formidling
Jesper Bruun (Foredragsholder)
2 dec. 2008
Aktivitet: Tale eller præsentation - typer › Foredrag og mundtlige bidrag

Citationsformater

The interplay between dialogue, cognitive schemata and kinesthetic learning : Bodily explorations of force related concepts in physics. / Bruun, Jesper ; Johannsen, Bjørn Friis.

2014. Abstract fra The First Conference of the International Association for Cognitive Semiotics, Lund, Sverige.

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › peer review

Bruun, J & Johannsen, BF 2014, 'The interplay between dialogue, cognitive schemata and kinesthetic learning: Bodily explorations of force related concepts in physics', The First Conference of the International Association for Cognitive Semiotics, Lund, Sverige, 25/09/2014 - 27/09/2014. <http://konferens.ht.lu.se/fileadmin/user_upload/project/ccs/IACS_Book_of_Abstracts-6.pdf>

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title = "The interplay between dialogue, cognitive schemata and kinesthetic learning: Bodily explorations of force related concepts in physics",

abstract = "We ask how students use communicative signs (e.g., speech and gesture) to shape and develop cognitive schemata during a bodily exploration of force and motion in a physics teaching-learning activity. We refer to this interplay between dialogue, cognition, and bodily exploration as kinesthetic learning. In essence we ask: to an outside observer (e.g. a teacher), what signs exist that students derive formally correct meaning and understanding from kinesthetic learning?",

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Y1 - 2014

N2 - We ask how students use communicative signs (e.g., speech and gesture) to shape and develop cognitive schemata during a bodily exploration of force and motion in a physics teaching-learning activity. We refer to this interplay between dialogue, cognition, and bodily exploration as kinesthetic learning. In essence we ask: to an outside observer (e.g. a teacher), what signs exist that students derive formally correct meaning and understanding from kinesthetic learning?

AB - We ask how students use communicative signs (e.g., speech and gesture) to shape and develop cognitive schemata during a bodily exploration of force and motion in a physics teaching-learning activity. We refer to this interplay between dialogue, cognition, and bodily exploration as kinesthetic learning. In essence we ask: to an outside observer (e.g. a teacher), what signs exist that students derive formally correct meaning and understanding from kinesthetic learning?

KW - Faculty of Science

KW - kinæstetisk læring

KW - fysik

KW - semiotik

KW - kinesthetic learning

KW - physics education research

KW - semiotics

M3 - Conference abstract for conference

Y2 - 25 September 2014 through 27 September 2014

ER -

The interplay between dialogue, cognitive schemata and kinesthetic learning: Bodily explorations of force related concepts in physics

Abstract

Konference

Emneord

Adgang til dokumentet

Fingeraftryk

Aktiviteter

Kropslige øvelser i naturfaglig formidling

Citationsformater