會議論文
| 學年 | 111 |
|---|---|
| 學期 | 2 |
| 發表日期 | 2023-03-04 |
| 作品名稱 | Reclaim Students’ Bodies for Active Learning in the Post COVID-19 Era：Learning Design for Building up Concepts through Embodied Cognition. |
| 作品名稱（其他語言） | |
| 著者 | Chen, Li-hua; Hsu, Yi-ping |
| 作品所屬單位 | |
| 出版者 | |
| 會議名稱 | The Tenth Annual Conference of School as Learning Community”, Theme :“Learning Recovery and Innovation for Future Education: Design and Practice in School as Learning Communities“ |
| 會議地點 | Tokyo, JAPAN |
| 摘要 | Chen, Li-hua and Hsu, Yi-ping (2023). Reclaim Students’ Bodies for Active Learning in the Post Abstract (about 300 words) Mind-body dualism has generated the myth of schooling that “controlling or domesticating students’ bodies is able to enhance students’ concentration and achievement on learning.” Thus, many strange disembodied cognition strategies have been implemented in schools. The past three- year of COVID-19 pandemic has worsen the trend of disembodied cognition. This research depicted a SLC science classroom which reclaimed students’ bodies for building up students’ scientific concepts through the strategies of embodied cognitive activities. This research aimed to explore the keys for designing embodied cognitive activities in the science class. The research answered two preset research questions and an emergent question as follows: (1) What were corporeal functions for building up students’ scientific concepts in the science classroom？ (2) What were the supporting practices for activating students’ corporeal agency to expand science cognition? (3) How did expert knowledge dialogue with student knowledge in the process of scientific concepts construction？ With the ANT ( Actor-Network theory) approach, the research tracked the human actors (teacher and students) and non-humans actors (concepts, objects, surroundings, etc. ) as well as their relationship mode in the science classroom network. Two of the main findings were: (1) Three domain of extra-neural inputs, such as the domain of bodies, surroundings and interpersonal relationship in the space of the science classroom, networked together closely and effectively to activate students’ corporeal agency through embodied cognition activities. (2) While introducing expert knowledge into the science classroom, in addition to explaining its meaning, it is more important to create opportunities for corporeal encounter and equal dialogue between expert knowledge and student knowledge. For example, let students verify and witness the meaning of expert knowledge through embodied cognition activities, so that expert knowledge becomes one of the many references for students to construct scientific knowledge. |
| 關鍵字 | |
| 語言 | en |
| 收錄於 | |
| 會議性質 | 國際 |
| 校內研討會地點 | 無 |
| 研討會時間 | 20230304~20230331 |
| 通訊作者 | 陳麗華 |
| 國別 | JPN |
| 公開徵稿 | |
| 出版型式 | |
| 出處 | |
| 相關連結 |
機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/123660 ) |