Embodiment in Physical Science Learning Through Robotics Activities

• In Event: Technology, Instruction, Cognition and Learning SIG: Paper Session 1: Questioning Issues in Instruction

Abstract

This study aimed to examine the importance and role of embodiment in elementary science learning through the use of robotics. Participants were fifth graders from New York City public schools attending an after-school program. Students were randomly assigned to one of the three learning conditions: traditional lessons on science concepts, science learning with robotics, or science learning with robotics and embodiment. Students in both robotics groups outperformed the students in the traditional lessons group while the robotics group with embodiment performed the best in both understanding and interest. The results suggest that embodiment has remarkable potential to enhance both children’s understanding and interest in abstract scientific concepts through the use of robotics, as compared to children without the embodied experience.

Authors

• Carol M. Lu, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University

• Seokmin Kang, Teachers College, Columbia University

• Shih-Chieh Douglas Huang, Teachers College, Columbia University