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Grounded Embodied Cognition in the K-12 Classroom: Innovations and Explorations in Practice
Tue, April 17, 12:25 to 1:55pm, Sheraton Wall Centre, Floor: Third Level, South OrcaSession Submission Type: Roundtable Session
Abstract
As educational researchers conduct classroom-based studies using theories and principles of grounded embodied cognition, common questions regarding implementation often arise – namely, how do you incorporate physical movement into the typical classroom setting, what kinds of data should be collected, and what implications do these findings have on classroom-based teaching and learning. The objectives of this symposium are to examine recent approaches used to study grounded embodied teaching and learning in formal settings, to discuss the implications these findings have on similar large-scale implementations, and to identify new potential pathways for continued growth in this area of research.
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Papers
Combining Movement and Imagination With Story Development: Using Direct Embodiment to Construct Narrative-Driven Computational Artifacts - Cameron L. Fadjo, Teachers College, Columbia University; John B. Black, Teachers College, Columbia University
Doing-for-Seeing, Seeing-for-Doing: Demonstration and Imitation as Critical Opportunities for Schema Development in Embodied-Interaction Mathematics Learning - Dor Abrahamson, University of California - Berkeley; Timothy Charoenying, University of California - Berkeley
Mind Your Body: Learning Mathematics Through Physical Action - Carmen Petrick Smith, University of Vermont; Taylor Martin, Utah State University
SimPhysics: Learning Physics With Force Feedback in a Simulation - Shih-Chieh Douglas Huang, Teachers College, Columbia University; John B. Black, Teachers College, Columbia University; Tanner Vea, Stanford University
Do Gestural Interfaces Promote Thinking? Embodied Interaction: Congruent Gestures and Direct Touch Promote Performance in Math - Ayelet Segal, Teachers College, Columbia University