A Call for Translational Research in Embodied Learning in Early Mathematics and Science Education: The ELEMS Project [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Way, Jennifer; Ginns, Paul
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	A Call for Translational Research in Embodied Learning in Early Mathematics and Science Education: The ELEMS Project [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tactual Perception; Mathematics Education; Science Education; Freehand Drawing; Teaching Methods; Nonverbal Communication; Motion; Early Childhood Education; Outcomes of Education + Suchen Sie Ihr Suchwort? Taktile Wahrnehmung; Mathematische Bildung; Naturwissenschaftliche Bildung; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Bewegungsablauf; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg
Abstract	Previous psychological, neuroscientific, and educational research indicates that a focus on individual haptic modes of learning (touch, body movement, gesture, tracing), and on the development of emerging mathematical and scientific drawing, can enhance children's learning in mathematics and science. However, most of these studies have focused on one embodied mode and one piece of content, and many have been laboratory studies with limited ecological validity. Though less numerous, educational studies in classroom settings have confirmed the potential of particular haptic-mode strategies to improve learning outcomes. Missing from the body of research are studies that take an integrated approach to developing embodiment-rich pedagogy with teachers in authentic classroom settings. This paper argues that translational research is needed to develop evidence-based, curriculum-connected advice for teachers. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01