PERC 2016 Abstract Detail Page
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| Abstract Title: | Blending mathematical formalism and gestures when separating variables in physics |
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| Abstract: | When looking at learning on short time scales, we find evidence that students' gestures and words both play a role in how new ideas develop. We use the conceptual blending framework to describe the creation of new knowledge in the moment - perhaps fleetingly, never to be used again, perhaps more permanently. Regardless of the time scale of the effect, blending is a model that lets us describe meaning that is emergent in the moment. So, can blending help us answer questions about the definition of learning? Or is it a just-so story, one that doesn't provide a next step for our study of knowledge and learning? |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Conceptual Blending as a Theoretical Framework in Physics Education Research |
Author/Organizer Information | |
| Primary Contact: |
Michael C. Wittmann University of Maine |
