Kinesthetic learning in the classroom

Begel, Andrew; Garcia, Daniel D.; Wolfman, Steven A.

doi:10.1145/971300.971367

Cited by 33 publications

(26 citation statements)

References 5 publications

(6 reference statements)

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“…In STEM courses, active learning increases student performance, particularly in historically underrepresented populations (Eddy & Hogan, 2014;Freeman et al, 2014), through engaging the tactile senses (Begel et al, 2004;Nersessian, 1991). Active, hands-on learning also helps students analyze the organization and orientation of component parts (Haury & Rillero, 1994).…”

Section: Subtle Shifts In the Classroommentioning

confidence: 99%

Exploring Models in the Biology Classroom

Bryce

Baliga

Nesnera

et al. 2016

The American Biology Teacher

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Models are simplified representations of more complex systems that help scientists structure the knowledge they acquire. As such, they are ubiquitous and invaluable in scientific research and communication. Because science education strives to make classroom activities more closely reflect science in practice, models have become integral teaching and learning tools woven throughout the Next Generation Science Standards (NGSS). Though model-based learning and curriculum are not novel in educational theory, only recently has modeling taken center stage in K-12 national standards for science, technology, engineering, and mathematics (STEM) classes. We present a variety of examples to outline the importance of various types of models and the practice of modeling in biological research as well as the NGSS's emphasis on their use in both classroom learning and assessment. We then suggest best practices for creating and modifying models in the context of student-driven inquiry and demonstrate that even subtle incorporation of modeling into existing science curricula can help achieve student learning outcomes, particularly for English language learners. In closing, we express the value of models and modeling in life beyond the classroom and research laboratory, and highlight the critical importance of "model literacy" for the next generation of scientists, engineers, and problemsolvers.

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Section: Subtle Shifts In the Classroommentioning

confidence: 99%

Exploring Models in the Biology Classroom

Bryce

Baliga

Nesnera

et al. 2016

The American Biology Teacher

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show abstract

“…However, as a community we tend not to share and so not to reuse them; additionally, there is little community-wide development of new shared resources. Past efforts such as the KLA repository [2] appear not to have worked as a community initiative. After high initial activity, little has been added since.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly Curzon [10] argued for physical games and puzzles in teaching introductory CS courses. KLA [2] is a wiki-based library for kinaesthetic activities aimed mainly at university teaching contexts.…”

Section: Related Workmentioning

confidence: 99%

Enthusing & inspiring with reusable kinaesthetic activities

et al. 2009

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We describe the experiences of three University projects that use a style of physical, non-computer based activity to enthuse and teach school students computer science concepts. We show that this kind of activity is effective as an outreach and teaching resource even when reused across different age/ability ranges, in lecture and workshop formats and for delivery by different people. We introduce the concept of a Reusable Outreach Object (ROO) that extends Reusable Learning Objects. and argue for a community effort in developing a repository of such objects.

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“…Another example of an embodied learning activity in physics is the application of the right-hand rule for determining the direction of the magnetic force on a moving charge. A variety of other embodied learning activities have been developed in which the body represents mathematical entities [49], molecules [50], electrical charges [51,52], celestial bodies [53][54][55], computer science entities [56], components of a dynamic system [57,58], cellular processes [59,60], and even literary devices [61].…”

Section: A Embodied Interactionmentioning

confidence: 99%

Negotiating energy dynamics through embodied action in a materially structured environment

Scherr

et al. 2013

Phys. Rev. ST Phys. Educ. Res.

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We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A participationist theory of learning, in which learning is indicated by changes in speech and behavior, supports ethnographic analysis of learners' embodied interactions with each other and the material setting. We conduct detailed analysis to build plausible causal links between specific features of Energy Theater and the conceptual engagement that we observe. Disambiguation of matter and energy appears to be promoted especially by the material structure of the Energy Theater environment, in which energy is represented by participants, while objects are represented by areas demarcated by loops of rope. Theorizing mechanisms of energy transformation is promoted especially by Energy Theater's embodied action, which necessitates modeling the time ordering of energy transformations.

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Kinesthetic learning in the classroom

Cited by 33 publications

References 5 publications

Exploring Models in the Biology Classroom

Exploring Models in the Biology Classroom

Enthusing & inspiring with reusable kinaesthetic activities

Negotiating energy dynamics through embodied action in a materially structured environment

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