Pull, feel, and run: Signs of learning in kinesthetic activities in physics

Research output: Contribution to conferencePosterResearchpeer-review

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Pull, feel, and run : Signs of learning in kinesthetic activities in physics. / Johannsen, Bjørn Friis; Bruun, Jesper.

2014. Poster session presented at Physics Education Research Conference 2014, Minneapolis, United States.

Research output: Contribution to conferencePosterResearchpeer-review

Harvard

Johannsen, BF & Bruun, J 2014, 'Pull, feel, and run: Signs of learning in kinesthetic activities in physics', Physics Education Research Conference 2014, Minneapolis, United States, 30/07/2014 - 31/07/2014.

APA

Johannsen, B. F., & Bruun, J. (2014). Pull, feel, and run: Signs of learning in kinesthetic activities in physics. Poster session presented at Physics Education Research Conference 2014, Minneapolis, United States.

Vancouver

Johannsen BF, Bruun J. Pull, feel, and run: Signs of learning in kinesthetic activities in physics. 2014. Poster session presented at Physics Education Research Conference 2014, Minneapolis, United States.

Author

Johannsen, Bjørn Friis ; Bruun, Jesper. / Pull, feel, and run : Signs of learning in kinesthetic activities in physics. Poster session presented at Physics Education Research Conference 2014, Minneapolis, United States.1 p.

Bibtex

@conference{1e671f69280c428581a9322b76877096,
title = "Pull, feel, and run: Signs of learning in kinesthetic activities in physics",
abstract = "We investigate kinesthetic learning activities (KLAs) as a new learning technologies. Teachers may want to employ KLAs to have students use their own bodies in learning to construct an appropriate level of understanding of physics entities, interactions and representations. However, few studies have investigated what characterizes learning opportunities afforded through KLAs. Using a/v recordings, we investigate characteristics of two different KLAs: A pulling and a circular movement activity. In both activities, students enact Newtonian objects. Here we characterize typical levels of affordances: (1) Students 'oscillate' between playful behavior and focused reflective dialogue. (2) Students' ways to enact models afford opportunities for a teacher to ask questions that foster and direct further student engagement. (3) Students make sense of the KLAs by linking their intra- and interpersonal experiences to formal physics knowledge. Digital learning hardly affords the same opportunities as KLAs do for students to authentically arrive at bodily experiences.",
keywords = "Faculty of Science, kinaestetic learning activiity, physics education research, kin{\ae}stetisk l{\ae}ring, fysikdidaktik",
author = "Johannsen, {Bj{\o}rn Friis} and Jesper Bruun",
year = "2014",
month = "8",
day = "31",
language = "English",
note = "Physics Education Research Conference 2014 : Outpacing New Technologies with Novel Pedagogies: The Role of PER in the Transforming Landscape of Higher Education, PERC2014 ; Conference date: 30-07-2014 Through 31-07-2014",

}

RIS

TY - CONF

T1 - Pull, feel, and run

T2 - Physics Education Research Conference 2014

AU - Johannsen, Bjørn Friis

AU - Bruun, Jesper

PY - 2014/8/31

Y1 - 2014/8/31

N2 - We investigate kinesthetic learning activities (KLAs) as a new learning technologies. Teachers may want to employ KLAs to have students use their own bodies in learning to construct an appropriate level of understanding of physics entities, interactions and representations. However, few studies have investigated what characterizes learning opportunities afforded through KLAs. Using a/v recordings, we investigate characteristics of two different KLAs: A pulling and a circular movement activity. In both activities, students enact Newtonian objects. Here we characterize typical levels of affordances: (1) Students 'oscillate' between playful behavior and focused reflective dialogue. (2) Students' ways to enact models afford opportunities for a teacher to ask questions that foster and direct further student engagement. (3) Students make sense of the KLAs by linking their intra- and interpersonal experiences to formal physics knowledge. Digital learning hardly affords the same opportunities as KLAs do for students to authentically arrive at bodily experiences.

AB - We investigate kinesthetic learning activities (KLAs) as a new learning technologies. Teachers may want to employ KLAs to have students use their own bodies in learning to construct an appropriate level of understanding of physics entities, interactions and representations. However, few studies have investigated what characterizes learning opportunities afforded through KLAs. Using a/v recordings, we investigate characteristics of two different KLAs: A pulling and a circular movement activity. In both activities, students enact Newtonian objects. Here we characterize typical levels of affordances: (1) Students 'oscillate' between playful behavior and focused reflective dialogue. (2) Students' ways to enact models afford opportunities for a teacher to ask questions that foster and direct further student engagement. (3) Students make sense of the KLAs by linking their intra- and interpersonal experiences to formal physics knowledge. Digital learning hardly affords the same opportunities as KLAs do for students to authentically arrive at bodily experiences.

KW - Faculty of Science

KW - kinaestetic learning activiity

KW - physics education research

KW - kinæstetisk læring

KW - fysikdidaktik

M3 - Poster

Y2 - 30 July 2014 through 31 July 2014

ER -

ID: 128609782