Tracing bodies through liminal blends in a mixed reality learning environment

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 elab...

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Bibliographic Details
Published in:International journal of science education 2020-12, Vol.42 (18), p.3093-3115
Main Authors: Keifert, Danielle, Lee, Christine, Enyedy, Noel, Dahn, Maggie, Lindberg, Lindsay, Danish, Joshua
Format: Article
Language:English
Subjects:
Children
Classrooms
Cognition
Collaborative learning
Complex systems
Conceptual knowledge
Cooperative Learning
design study
Educational Environment
Elementary School Science
Elementary School Students
embodiment
Experience
Grade 1
Grade 2
Human Body
Imagination
Inquiry method
inquiry-based learning
Learning
Learning environment
Mapping
Prior Learning
Science and technology
Science education
Science Instruction
Science learning
Sensemaking
Technology Uses in Education
Understanding
Visual Aids
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Summary: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
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2020.1851423