Abstract
The development of digital technologies enables visualizations of many scientific relations. In this paper, we question the efficiency of the visualizing tools from a theoretical perspective that combines cultural-historical and radical embodied approaches. Dynamic visualizations expose the target relations in a ready-made form, while embodied action-based design provides students with an opportunity to reinvent the target relations in their sensory-motor coordinations. In a multiple-case study, we compare these design genres for learning trigonometric relations. While dynamic visualizations were more efficient in simple tasks, embodied action-based design enhanced students' reasoning in a far transfer task.
Original language | English |
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Title of host publication | Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 |
Pages | 717-720 |
Publication status | Published - 2021 |
Event | 15th International Conference of the Learning Sciences - ICLS 2021 - Duration: 8 Jun 2021 → 11 Jun 2021 |
Conference
Conference | 15th International Conference of the Learning Sciences - ICLS 2021 |
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Period | 8/06/21 → 11/06/21 |