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Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education

Conference paper
Authors Dor Abrahamson
Alejandro Andrade
Arthur Bakker
Mitchel Nathan
Candace Walkington
Robb Lindgren
David Brown
Asnat R. Zohar
Sharona Levy
Joshua Danish
Adam V. Maltese
Noel Enyedy
Megan Humburg
Asmalina Saleh
Maggie Dahn
Christine Lee
Xintian Tu
Bria Davis
Chris Georgen
Oskar Lindwall
Published in Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2
ISBN 978-1-7324672-1-7
ISSN 1573-4552
Publisher International Society of the Learning Sciences.
Publication year 2018
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Education, Communication and Learning
Language en
Subject categories Human Aspects of ICT, Learning


Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).

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