We often think and understand the world using our bodies. Our senses and movement shape how we form and process knowledge. Paul Reimer, Rohit Mehta and I explore this idea and its educational implications in a new article published in iWonder: Rediscovering School Science a journal for middle school science teachers published by the Azim Premji University. This is the latest article in a series: previous articles can be found here; the latest issue of the journal can be found here; and the link below takes you to a pdf of our article.
Abstract: Embodied design for learning presents several unique challenges to the ways we conceptualize thinking and learning. For science teachers, embodied design highlights the role of physical movement in how our students interact with important scientific ideas and processes. Embodied design presents opportunities for us to rethink our science teaching practices. In many ways, it offers us a pedagogy that recasts learning as a more complete, complex and human activity.
I also created the illustrations that go with the article. The banner image above was one – the others are given below.
Fig. 1. Our understanding of the world is not exclusively encoded through language; our gestures and movements are also connected to the ways we think and learn. Credits: Copyright free image of galaxies, Earth and moon from NASA.gov. Hand illustrations and design by Punya Mishra. License: CC-BY-NC. Fig. 2. The physical actions we engage in become the pathway toward a deeper understanding of abstract concepts. Credits: Copyright free stock image of brain with illustrations and design by Punya Mishra. License: CC-BY-NC.Fig. 3. Relating linear and angular motion. Photo of dancers overlaid with equations comparing linear and angular motion. Credits: Photo and illustration by Punya Mishra. License: CC-BY-NC.Fig. 4. Understanding Newton’s Laws through physical activity. Silhouette of children playing tug-of-war superimposed on text of Newton’s notes on the Laws of Motion. Credits: Newton’s notes from Cambridge University Library License (http://cudl.lib.cam.ac.uk/view/ MS-ADD-03958/157 shared as CC-BY-NC. Image design by Punya Mishra. License: CC-BY-NC. Fig. 5. Take some time in instructional planning to explore possible physical actions that can lead to science conceptual understanding.Credits: Gesture drawings by Punya Mishra. License: CC-BY-NC. Fig. 6. Provide opportunities for students to engage in reflective conversation about their physical experiences. Credits: Illustration by Punya Mishra. License: CC-BY-NC. Fig. 7. Collaborative student projects move beyond written word responses and can take the form of art, video, dance, oral presentation, or short film. Credits: Illustration by Punya Mishra. License: CC-BY-NC.
I finally received a copy of the Handbook of TPCK for educators (which I had blogged about previously here). It looks great! Matt and I have a key chapter (Introducing TPCK). I hadn't read this in a while, and after I got the book, I skimmed it... and it reads well....
Below is Team Energy's blog post for my Human Creativity x AI for Education class. In the urge to top every other group in class, Team Energy decided to write two posts - one in third person and the other through their individual voices and perspectives. I have...
TPACK Newsletter, Issue #26: February 2016 Welcome to the twenty-sixth edition of the (approximately bimonthly) TPACK Newsletter! TPACK work is continuing worldwide. This document contains recent updates to that work that we hope will be interesting and useful to you,...
I sent the past week in San Diego at the SITE 2022 conference—first face to face conference in over 2.5 years. It was great to get out meet old friends, make new ones, and just spend time together. Below are (for the record) the papers and presentations that I was...
Recently our on-going series on creativity, technology and learning for the journal TechTrends has focused on the relationship between mindfulness and creativity, particularly in educational contexts. Our first article set the stage for a deeper dive into this...
Sharon Guan with the Instructional Design & Development Group at DePaul University has invited me to present at a faculty conference next April. I will be speaking about the manner in which new technologies are pushing us to blur the lines between the professional and...
A rumination on goofy sketches, the perils of reproduction as it plays out in a children's game, a B-list Hollywood movie, and botany textbooks I read when in high school, all leading up to some thoughts on the history of scientific illustration. If this sounds even...
I stumbled across this little machine that shuts itself off once it has been switched on! How cool is that. I don't have an clue whom to credit it to and would appreciate a heads up on that. I was reminded of the myth of Sisyphus which led to a great piece of...
Chris Fahnoe is a doctoral student in our hybrid PhD program. As a part of his practicum research he conducted a study investigating whether students embedded in technology-rich, self-directed, open-ended learning environments develop self-regulation skills? We...
0 Comments