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| Date: | Title |
|---|
| 4/26/2019 | An Introduction to Embodied Cognition and Technologies for Learning |
| From the embodied perspective, cognition arises from the body and its’ specific interactions with the environment, where one’s senses, perception, and motor skills come together to create a mental activity (Thelen, 2012; Thelen & Smith, 1994). This activity is bi-directional; our reactions are informed by the environment and, at the same time, inform our perception of the environment in an active relationship with the world. Research on embodied cognition, however, is still maturing; there currently is no single or agreed-upon perspective in the literature.
[Link to PowerPoint Slides] |
| Presenter(s): | Dr. Theodore J. Kopcha, University of Georgia; Dr. Keri Valentine, West Virginia University |
| Bio(s): | Dr. Theodore J. Kopcha is an associate professor of Learning, Design and Technology at the University of Georgia. His research interests focus broadly on technology integration in K-12 and higher education. His work includes technology-enhanced cognitive apprenticeships as well as problem- and project-based STEM learning ; Dr. Keri Valentine is an assistant professor of math education in West Virginia University. She investigates ways to support cognitive flexibility on the part of middle school mathematics learners using design-based research strategies in conjunction with phenomenological research methods. |
| Category: | Research & Theory Division |
| Keywords: | embodied cognition | math learning | computational thinking |
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