Metaimagining and Embodied Conceptions of Spacetime

Autor/inn/en	Steier, Rolf; Kersting, Magdalena
Titel	Metaimagining and Embodied Conceptions of Spacetime
Quelle	In: Cognition and Instruction, 37 (2019) 2, S.145-168 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steier, Rolf) ORCID (Kersting, Magdalena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2019.1580711
Schlagwörter	Metacognition; Imagination; Secondary School Science; Secondary School Students; Physics; Science Instruction; Scientific Concepts; Science Activities; Science Process Skills; Interdisciplinary Approach; Mathematics Education; Science Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematische Bildung; Naturwissenschaftliche Bildung
Abstract	Though we live in a 4-dimensional universe, our minds and bodies are not particularly good at perceiving and depicting 4 dimensions. This study contributes to our understanding of collaboration with abstract concepts by examining particular activities where bodily and experiential understandings may conflict with the conceptual domain. Specifically, upper secondary physics classrooms studying Einstein's general theory of relativity are taken as a setting to identify the representational practices and conceptual challenges that arise when learners attempt to make meaning with, and express conflicting notions of, space and time. To unpack these challenges, we draw on the concept of imagination and on theoretical perspectives that treat imagining as a social activity. We also present the concept of metaimagining to characterize layered processes in which learners attend to and manage shifts between their own imaginative activities. This concept is illustrated through a detailed analysis of an extended conversation between 2 upper secondary physics students working with general relativity and spacetime. The students perform a diverse set of imaginative activities that are strongly tied to communicative, cognitive, and bodily action. We also show how the unique domain of general relativity presents particular challenges to student meaning making of abstract concepts which in turn prompt metaimagining. Based on our analysis, we offer recommendations to improve instructional practices in general relativity and argue for the consideration of imagining as a transdisciplinary competency in math and science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01