ABSTRACT

This study aimed to empirically investigate preservice teachers’ learning experiences during a series of geometry-themed choreography and dance activities. These pedagogical tasks were designed to examine the challenges and solutions that participants experienced when exercising their spatial reasoning abilities, particularly during the transition between the choreography designs they had generated on a Lego-based grid worksheet and real-world dancing positions. The data collection for this study took place at an elementary school located within a bilingual metropolitan area along the southwestern United States border. The overall findings indicated that all of the participating preservice teachers’ dance teams encountered interrelated challenges, most of which were variations on disorientation, primarily due to transitioning between representations of space and the deprivation of the typically employed spatial navigation reference points that are used in normal activities.

摘要

这项研究旨在对一系列几何主题的舞蹈和舞蹈活动进行实证研究，以调查职前教师的学习经验。这些教学任务旨在检查参与者在行使其空间推理能力时所遇到的挑战和解决方案，尤其是在他们在基于Lego的网格工作表上生成的编排设计与现实世界的跳舞位置之间的过渡期间。这项研究的数据收集是在位于美国西南边界的双语大都市地区的一所小学进行的。总体调查结果表明，所有参加培训的职前教师舞蹈队都遇到了相互关联的挑战，其中大部分是迷失方向，