Use of spatial sensemaking practices in spatial learning
This paper describes an approach to understanding how 11-12-year-old students (N=185) engage in spatial thinking through use of sensemaking practices. There is limited research on what spatial thinking looks like in practice and how it can be learned in classrooms when learning discipline-specific content knowledge. We use embodied cognition to examine the kinds of sensemaking practices students use when applying perspective-taking skill to learn seasons and lunar phases and the teacher’s role in shaping those practices.
Files
Metadata
| Work Title | Use of spatial sensemaking practices in spatial learning |
|---|---|
| Subtitle | In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) |
| Access | |
| Creators |
|
| License | In Copyright (Rights Reserved) |
| Work Type | Article |
| Publication Date | January 1, 2019 |
| Deposited | February 24, 2025 |
Versions
Analytics
Collections
This resource is currently not in any collection.