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

TY - JOUR

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

Y1 - 2016

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 -