The interplay between dialogue, cognitive schemata and kinesthetic learning: Bodily explorations of force related concepts in physics
Research output: Contribution to conference › Conference abstract for conference › Research › peer-review
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?
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?
| Translated title of the contribution | Samspillet mellem dialog, kognitive skemaer og kinæstetisk læring: Kropslig udforskning af kraftrelaterede koncepter i fysikundervisning |
|---|---|
| Original language | English |
| Publication date | 2014 |
| Number of pages | 2 |
| Publication status | Published - 2014 |
| Event | The First Conference of the International Association for Cognitive Semiotics - Lund University, Lund, Sweden Duration: 25 Sep 2014 → 27 Sep 2014 Conference number: 1 |
Conference
| Conference | The First Conference of the International Association for Cognitive Semiotics |
|---|---|
| Number | 1 |
| Location | Lund University |
| Country | Sweden |
| City | Lund |
| Period | 25/09/2014 → 27/09/2014 |
- Faculty of Science - kinesthetic learning, physics education research, semiotics
Research areas
ID: 125691219