An Empirical and Methodological Analysis of the Role of Embodied Resources in Supporting Learning

Autor/in	Saleh, Asmalina
Titel	An Empirical and Methodological Analysis of the Role of Embodied Resources in Supporting Learning
Quelle	(2017), (152 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-8941-5
Schlagwörter	Hochschulschrift; Dissertation; Grade 2; Elementary School Students; Teaching Methods; Human Body; Motion; Simulation; Educational Technology; Technology Uses in Education; Science Instruction; Elementary School Science; Scientific Concepts; Concept Formation; Manipulative Materials; Semiotics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 02; 2. Schuljahr; Schuljahr 02; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper; Bewegungsablauf; Simulation program; Simulationsprogramm; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Hilfsmittel; Semiotik
Abstract	This dissertation presents three papers centered on understanding how we might learn using the body to learn. The data for these papers is drawn from classroom data where 2nd graders (N = 17) learn about particle behavior by engaging with the Science Through Technologically Enhanced Play (STEP) simulation. The first paper focuses on how two interfaces, a full-body motion tracking (OpenPtrack) and the iPad, illuminate the ways that the body and other semiotic resources can be used in student's collective explanations about particle behavior. It demonstrates how the subjective experience of using one's body to articulate ideas about aspects of particle behavior such as attraction can be qualitatively different from how one articulates particle behavior at the collective level (e.g., arrangement or movement). Moreover, even when students did not use their entire bodies to express their understanding of particle behavior, they often used bodied resources as they talked about particle behavior. Additionally, findings suggest that conceptually difficult ideas about particle behavior could be supported by allowing students to coordinate particle behavior at the aggregate level. The second paper examined how the same students use these semiotic resources but in the context of individual explanations in a series of one-on-one interviews. The verbal analysis approach (Chi, 1997) highlight that manipulatives are better suited than the full body to support students' explanations of spatial ideas such as particle arrangement. The embodied interaction perspective (Streeck, Goodwin, & LeBaron, 2011) provided further insights into how students used manipulatives in their articulations about particle behavior, and more importantly, how the body might sometimes constrain their ideas. At a more methodological level, the dissertation has also contributed to studies of epistemics by attending to how embodiment can be used to index epistemic stances and statuses of material objects during moment-to-moment information exchange. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01