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PERC 2016 Abstract Detail Page

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Abstract Title: Blending mathematical formalism and gestures when separating variables in physics
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