Enabling and Understanding Embodied STEM Learning

Caro Williams–Pierce, University at Albany, State University of New York, cwilliamspierce@albany.edu

Candace Walkington, Southern Methodist University, cwalkington@mail.smu.edu

David Landy, Indiana University, dlandy@indiana.edu

Robb Lindgren, University of Illinois, robblind@illinois.edu

Sharona T. Levy, University of Haifa, stlevy@edu.haifa.ac.il

Mitchell J. Nathan, University of Wisconsin–Madison, mnathan@wisc.edu

Dor Abrahamson, University of California, Berkeley, dor@berkeley.edu

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Abstract: Theories of embodied cognition push against traditional views of learning in ways that can both support and reveal learning by populations otherwise underserved. In particular, we focus on Making a Difference: Prioritizing Equity and Access in CSCL by sharing with the CSCL community our varied approaches for designing learning contexts that provide diverse students body-based entry points to STEM content. In our pursuit, we recognize that learning can often be facilitated and demonstrated in ways other than through the traditional method of spoken and written sign systems (e.g., gesture). Based upon our participants’ intellectual needs and desires, this workshop offers hands-on and immediately relevant activities involving embodied cognition and STEM.

 

Get the full details and application information here.