Embodied cognition through participatory simulation and mathematical description
Supporting mechanistic reasoning and explanation
Bibliographic Data
| ID | 21392780 |
|---|---|
| Authors | Paul Weinberg (0000-0002-3567-9127, Teacher Development and Educational Studies Oakland University Rochester Michigan USA, corresponding author), Erika K Sorensen‐Weinberg (Avondale School District Auburn Hills Michigan USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 3 |
| Pages | 505-544 |
| Publication date | 2022-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21697 |
| OpenAlex | W4210760323 |
| Language | EN |
| Citations received | 5 |
| References cited | 71 |
Embodied cognition has been a useful means to support learning in science education. In this article, we describe a model of embodied cognition through analogical mapping that is supported through the participatory simulation and mathematical description of a link and pivot system. We look at the propensity for this model of embodied cognition to support student mechanistic reasoning. While these link and pivot systems provide students with immediate perceptual accessibility to their components, they do not provide perceptual accessibility to the way that forces are transmitted through them. In an afterschool STEM program, students engaged in a participatory simulation (the Rope Walk) of the link and pivot system that allowed them to simulate the parts and forces present. Then, students progressively re‐described these physical experiences as a mathematical system; they then described the simulation and mathematical system as the physical link and pivot system. In this study, this model of embodied cognition was validated through a microgenetic analysis of student talk and gesture during the first two instructional sessions as well as during pre‐ and post‐assessments. These data show that students were supported to construct analogical mappings between three analog conceptual domains: the participatory simulation (the Rope Walk), the physical system (link and pivot system), and the mathematical system (the mathematics of circles). In addition, students made gains on measures of mechanistic reasoning and explanation
Citizen journalism · Cognition · Cognitive robotics · Cognitive science · Construct (python library) · Embodied cognition · Human–computer interaction · Mathematics education · Perception · Rope · Action Observation and Synchronization · Artificial Intelligence · Computer Science · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
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Understanding how student‐constructed stop‐motion animations promote mechanistic reasoning
An embodied, analogical and disruptive approach of AI pedagogy in upper elementary education
The origins of intelligence in children.
Embodiment as a unifying perspective for psychology
Toward an Epistemology of Physics
Interaction Analysis
Misconceptions Reconceived
Visible embodiment
On the role of analogies and metaphors in learning science
Commonsense Conceptions of Emergent Processes
Beyond the scientific method
Ambitious Pedagogy by Novice Teachers
The Body in the Mind
Conceptual Metaphor Meets Conceptual Change
Thinking about Mechanisms
The microgenetic method
Grounded Cognition
Embodiment in Mathematics Teaching and Learning
From gesture to scientific language
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |