Embodied Design versus Dynamic Visualization: Benefits for a Far Transfer Problem Solving in Trigonometry

Anna Shvarts, G. van Helden

Research output: Contribution to conferencePaperScientificpeer-review

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 languageEnglish
Publication statusPublished - 2021
Event15th International Conference of the Learning Sciences - ICLS 2021 -
Duration: 8 Jun 202111 Jun 2021

Conference

Conference15th International Conference of the Learning Sciences - ICLS 2021
Period8/06/2111/06/21

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