Embodied Physics: Dance as a Pathway for Learning and Identity for Black Girls in Science

• In Event: 64.059 - Embodying STEM: Dance as a Means to Access Science, Math, and Technology

Abstract

It is well known in the literature that our motor activities influence our minds. Within the field of psychology, Wilson and Geslonka (2014) state, “The most exciting idea in cognitive science right now is the theory that that cognition is embodied.” Ironically, in most formal learning environments students are not allowed to use embodied strategies to access the material taught in classrooms. Non-traditional forms of participation can encourage all students, especially those who might not otherwise participate, to enter academic conversations (Ballenger, 1997; Gallas, 1995; Varelas, et.al., 2010; Warren & Rosebery, 1996; Wright 2001). According to Shelly Weisburg (2006), an inclusive role exists for such a kinesthetic learning style in both formal and informal environments: “Movement as nonverbal communication probes beyond socioeconomic and educational boundaries allowing those who might not be verbal or auditory learners to be integrated into the learning process.” Sian Beilock (2015 p. 6) extends this point and argues that little research “considers the influence that our body has on our thinking and decision making” and that “certain types of movement can actually help facilitate connections between distant ideas” (Beilock, 2015, p. 231). There are few studies that look at STEM learning environments, embodiment, and identity with underserved students. One important study, developed by scholars Beth Warren, Ann Rosebery & Megan Bang, explores embodiment as an aspect of an art/science approach to science learning and teaching in a school. It is here that we situate our work - at the intersection of the fields of dance, informal education, science, learning and identity studies, primarily involving Black girls.
This presentation highlights data from a two-year Exploratory Pathways Project funded by the National Science Foundation’s AISL program entitled, "Embodied Physics: STEM Learning for Under-Represented Youth." This project addresses two main issues: 1) broadening participation in STEM by exploring how to expand science access to Black girls and 2) augmenting STEM learning in informal contexts - specifically learning physics in community-based dance sites through structured embodied physics tasks. Our approach is novel in targeting students with an interest in dance, thereby taking advantage of the physical awareness and intuition that dance students already possess.
This presentation will share learning practices uncovered through initial analysis of video data collected from the community dance sites, which serve as laboratories for discovering ways in which movement and kinesthetic understanding can be transformed into more formal knowledge and can nurture students’ identities as dancers and scientists. We also share initial design principles gleaned from the project that have the potential to contribute broadly to a general understanding of embodied learning and add to the toolkit of effective teaching practices for all STEM subjects. This work has the potential to foster more effective participation of under- represented populations in art-based learning and STEM fields.

Authors

• Folashade Cromwell Solomon, TERC

• Tracey Wright, TERC

• Larry Pratt