Embodied Physics Learning

实体物理学习

• 批准号: 1348614
• 负责人: Sian Beilock
• 金额: $ 81.04万
• 依托单位: University of Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-12-15 至 2018-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348614&HistoricalAwards=false
• 关键词: Embodied; Physics; Learning

The goal of this EHR Core Research project, focused on the area of STEM learning, is to use cognitive science theories of embodied cognition to enhance student learning in physics. A central hypothesis being investigated is that providing students with direct experience with physics quantities (e.g., feeling the mass distribution in an extended object through balancing techniques designed to locate an object's center of gravity (COG)), as opposed to reading about the concepts in a textbook or using more traditional hands-on activities (e.g., hanging weights from an extended object to visually determine an object's COG), enhances learning. Laboratory experiences where students feel physics quantities may lead to the recruitment of brain areas devoted to sensorimotor processing when students later think and reason about the physics concepts they experienced. When these sensorimotor areas are involved in thinking and reasoning, people's understanding of the concepts in question may improve. In the cognitive science laboratory, experiments 1-4 investigate whether and how direct engagement with physical objects through balancing activities can promote the conceptualization of extended objects as discrete components, thus enhancing students' ability to locate a system's COG. Experiments 5, 6, 8, & 9 move to the physics classroom to explore how sensorimotor experience may relate to understanding the COG topic and ameliorate common misconceptions, and to determine the optimal time (relative to lecture) for sensorimotor experience. Experiment 7 explores the cognitive and neural substrates driving the link between experience and understanding using a functional magnetic resonance imaging (fMRI) paradigm. Overall, this work seeks to uncover how and why certain laboratory experiences are effective, facilitating the design of easy-to-implement guidelines that educators can use in their own courses to enhance student learning.

这一EHR核心研究项目的目标是利用具身认知的认知科学理论来促进学生在物理方面的学习，专注于STEM学习领域。正在研究的一个中心假设是，向学生提供对物理量的直接体验(例如，通过设计用于定位对象重心(COG)的平衡技术来感受扩展对象中的质量分布)，而不是阅读教科书中的概念或使用更传统的动手活动(例如，从扩展对象上悬挂重量来直观地确定对象的COG)，可以增强学习。当学生以后思考和推理他们所经历的物理概念时，学生感受到物理量的实验室经验可能会导致大脑中专门负责感觉运动处理的区域的招募。当这些感觉运动区参与思考和推理时，人们对相关概念的理解可能会有所改善。在认知科学实验室，实验1-4考察通过平衡活动与物理对象的直接接触是否以及如何促进将扩展对象作为离散组件的概念化，从而提高学生定位系统COG的能力。实验5、6、8和9转移到物理课堂，探索感觉运动体验如何与理解COG主题和改善常见的误解有关，并确定感觉运动体验的最佳时间(相对于讲课)。实验7使用功能磁共振成像(FMRI)范式探索了推动体验和理解之间联系的认知和神经基础。总体而言，这项工作试图揭示某些实验室经验是如何以及为什么是有效的，促进设计易于实施的指导方针，教育工作者可以在他们自己的课程中使用这些指导方针来加强学生的学习。