ABSTRACT

While research on embodied learning sheds light on the body’s role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7–34.) to understand how many resources are taken up, blended together, and progressively refined towards canonical scientific understanding. By tracing the body, we demonstrate that embodied experiences are never ‘erased.’ Instead, although students find ways to articulate understanding that do not require movement, they nonetheless derive meaning from prior embodied activity. Young children exceed expected grade level understanding in part because their capability as embodied reasoners is privileged for learning. In addition to expanding liminal blends theory, we suggest implications for designing technology-enhanced environments and science learning. Across all audiences, findings suggest the importance of privileging an array of sensemaking resources often excluded from classrooms, and the importance of students mapping multiple representational forms to develop conceptual understanding of science phenomena

摘要

尽管对体现式学习的研究揭示了人体在科学学习过程中的作用，但仍缺乏对在后续学习互动中如何利用身体的理解。我们试图了解身体在实施过程中和实施后如何支持认知和学习。我们详细介绍了阈值混合框架（Enyedy，N。，丹麦语，JA和DeLiema，D。（2015年）。在协作式增强现实学习环境中构建阈值混合。国际计算机支持的协作学习杂志，第10期（1），7-34。）了解多少资源被占用，融合在一起，并逐步完善以达到规范的科学理解。通过追踪身体，我们证明了体现的体验永远不会“消失”。取而代之的是，尽管学生们找到了表达不需要运动的理解的方法，但是他们仍然从先前的具体活动中获得了意义。幼儿超出了预期的年级水平理解力，部分原因是他们作为具体推理者的能力得到了学习的特权。除了扩展阈值混合理论之外，我们还建议设计技术增强型环境和科学学习。在所有受众群体中，研究结果表明，使通常被排除在教室之外的各种有意义的资源享有特权的重要性，