Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning

Erika David Parr; Nessrine Machaka; Elizabeth B Dyer; Christina Krist; Jennifer Langer-Osuna; Rosa Chavez; Jim Malamut; Faith Kwon; Kimiko Lange; Jesse Ramirez; Emma Gargroetzi; Janet Walkoe; Margaret Walton; Nitisha Mathayas; Joshua Danish; Xintian Tu; Mengxi Zhou; Morgan Vickery; Susan Kelly; Robb Lindgren; Soo Yean Shim

Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning

Erika David Parr, Nessrine Machaka, Elizabeth B Dyer, Christina Krist, Jennifer Langer-Osuna, Rosa Chavez, Jim Malamut, Faith Kwon, Kimiko Lange, Jesse Ramirez, Emma Gargroetzi, Janet Walkoe, Margaret Walton, Nitisha Mathayas, Joshua Danish, Xintian Tu, Mengxi Zhou, Morgan Vickery, Susan Kelly, Robb LindgrenSoo Yean Shim

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

This symposium explores the empirical relationship between two theoretically distinct uses of the construct of positioning in the learning sciences. To do so, it brings together different studies that examine teaching and learning in STEM classrooms that incorporate both embodied and social aspects of positioning. These examples contribute to answering the question: How does simultaneously considering students’ and teachers’ embodied movements and social positioning offer new insights into studies of STEM classroom learning? Together, these studies show how different types of positioning are tightly related to one another, suggesting that more research is needed to understand the complex relationships between the physical, social, and epistemic positions in research and design of learning environments.

Original language	English (US)
Title of host publication	Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021
Editors	E de Vries, Y Hod, J Ahn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	843-850
State	Published - Jun 2021

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Parr, E. D., Machaka, N., Dyer, E. B., Krist, C., Langer-Osuna, J., Chavez, R., Malamut, J., Kwon, F., Lange, K., Ramirez, J., Gargroetzi, E., Walkoe, J., Walton, M., Mathayas, N., Danish, J., Tu, X., Zhou, M., Vickery, M., Kelly, S., ... Shim, S. Y. (2021). Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 843-850). International Society of the Learning Sciences (ISLS). https://repository.isls.org//handle/1/7592

Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning. / Parr, Erika David; Machaka, Nessrine; Dyer, Elizabeth B et al.
Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. ed. / E de Vries; Y Hod; J Ahn. International Society of the Learning Sciences (ISLS), 2021. p. 843-850.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Parr, ED, Machaka, N, Dyer, EB , Krist, C, Langer-Osuna, J, Chavez, R, Malamut, J, Kwon, F, Lange, K, Ramirez, J, Gargroetzi, E, Walkoe, J, Walton, M, Mathayas, N, Danish, J, Tu, X, Zhou, M, Vickery, M, Kelly, S, Lindgren, R & Shim, SY 2021, Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning. in E de Vries, Y Hod & J Ahn (eds), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. International Society of the Learning Sciences (ISLS), pp. 843-850. <https://repository.isls.org//handle/1/7592>

Parr ED, Machaka N, Dyer EB , Krist C, Langer-Osuna J, Chavez R et al. Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning. In de Vries E, Hod Y, Ahn J, editors, Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. International Society of the Learning Sciences (ISLS). 2021. p. 843-850

Parr, Erika David ; Machaka, Nessrine ; Dyer, Elizabeth B et al. / Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning. Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. editor / E de Vries ; Y Hod ; J Ahn. International Society of the Learning Sciences (ISLS), 2021. pp. 843-850

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abstract = "This symposium explores the empirical relationship between two theoretically distinct uses of the construct of positioning in the learning sciences. To do so, it brings together different studies that examine teaching and learning in STEM classrooms that incorporate both embodied and social aspects of positioning. These examples contribute to answering the question: How does simultaneously considering students{\textquoteright} and teachers{\textquoteright} embodied movements and social positioning offer new insights into studies of STEM classroom learning? Together, these studies show how different types of positioning are tightly related to one another, suggesting that more research is needed to understand the complex relationships between the physical, social, and epistemic positions in research and design of learning environments.",

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AU - Ramirez, Jesse

AU - Gargroetzi, Emma

AU - Walkoe, Janet

AU - Walton, Margaret

AU - Mathayas, Nitisha

AU - Danish, Joshua

AU - Tu, Xintian

AU - Zhou, Mengxi

AU - Vickery, Morgan

AU - Kelly, Susan

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Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning

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