Learning by enacting: The role of embodiment in chemistry education

Stull, Andrew T.; Gainer, Morgan J.; Hegarty, Mary

doi:10.1016/j.learninstruc.2017.09.008

Cited by 46 publications

(41 citation statements)

References 34 publications

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“…Accordingly, due to its highly motivating character and its ease of acquiring knowledge and skills, this "natural" mode of learning plays a great role outside of formal learning contexts from early childhood on (Geary 2008). But, it may also be successfully utilized to support acquiring biologically secondary knowledge in educational settings (Paas and Sweller 2012;Pouw et al 2014), with examples ranging from finger tracing to hands-on experimentation to re-enactments (e.g., Stull et al 2018;Tang et al 2019;Zacharia 2015).…”

Section: Bodily Experiences As Resources For Learningmentioning

confidence: 99%

“…Particularly in science and medicine education, haptic interaction with three-dimensional models is used to foster comprehension of relevant spatial layouts, such as molecular configurations or anatomical structures. In a recent study, Stull et al (2018) examined the impact of enactment with 3D molecular models on chemistry learning in video and classroom lectures. The students in both learning contexts learned more if they enacted the demonstration than if they just watched the demonstration.…”

Section: Facets Of Haptic Explorationmentioning

confidence: 99%

“…Therefore, CATLM affirms the relevance of physical materials as a means for learning. This may include, for example, physical models in chemistry and medicine (Smith 2016;Stull et al 2018), hands-on elements in Montessori pedagogy ( Bara et al 2004), or in science exhibitions (Afonso and Gilbert 2007;Skydsgaard et al 2016) together with the recent development of digital force-feedback devices and 3D printing (Di Franco et al 2015;Wilson et al 2017) but also material objects like artifacts and tools (Chatterjee et al 2015).…”

Section: Cognitive-affective Theory Of Learning With Media (Catlm) Asmentioning

confidence: 99%

See 2 more Smart Citations

Does Touching Real Objects Affect Learning?

Novak

Schwan

2020

Educ Psychol Rev

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Based on theories of multimedia learning, the present study investigated whether the haptic sense serves as an additional channel to enhance the learning experience and learning outcomes. We therefore set up an experimental exhibition with two showrooms. In the first showroom, the sensory access of the participants to the exhibition objects was systematically varied in a 2 × 2 design with the between-subjects factors vision and haptics. While one group of participants could touch and see the objects, others could either only see or only touch them. The fourth group of participants found a showroom without objects. To address the auditory access, all participants were provided with information about each object via an audio guide. In the second showroom, further information was presented using posters. This showroom was the same for every participant. We aimed to investigate whether the haptic experience in the first showroom served as a motivator to engage further with the topic. The participants filled out questionnaires before visiting the first showroom, after visiting the first showroom, and after visiting the second showroom. To investigate the differences between the experimental groups on different outcomes, a memory test, a knowledge test, and various motivational-affective scales were used. The long-term effects of the information presentation were measured after 3 weeks. We found an advantage for recalling the objects and a heightened negative affect due to the haptic experience. Implications and further directions for this research will be discussed.

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Section: Bodily Experiences As Resources For Learningmentioning

confidence: 99%

Section: Facets Of Haptic Explorationmentioning

confidence: 99%

Section: Cognitive-affective Theory Of Learning With Media (Catlm) Asmentioning

confidence: 99%

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Does Touching Real Objects Affect Learning?

Novak

Schwan

2020

Educ Psychol Rev

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“…A recent study investigated students' understanding of the nature and purpose of biological models confirmed these earlier findings [42] and reported that across grades the majority of students still considered models as idealized representations of an original with the purpose to illustrate or to explain this original. One reason could be the frequency of introducing passive models in classrooms, although the active involvement and handling of models seemingly may better support a perception of models as interpretive and predictive tools [24,43]. This is in line with current research on the uses of three-dimensional physical models in biology classroom instruction [27].…”

Section: Empirical Findings On Students' Understanding Of Scientific mentioning

confidence: 56%

“…Visual representations are regarded as essential to understand complex (molecular) contents and especially models that are highly relevant for exemplification in teaching genetics [23]. For chemistry education it is known that enacting with hand-held molecular models can reduce the demand of imaging concepts and processes in the mind by lowering the cognitive load [24]. Models and modeling may help students to learn, structure.…”

Section: Teaching Genetics: the Role Of Outreach Laboratories And Modmentioning

confidence: 99%

Comparing the Use of Two Different Model Approaches on Students’ Understanding of DNA Models

Mierdel

Bogner

2019

Education Sciences

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As effective methods to foster students’ understanding of scientific models in science education are needed, increased reflection on thinking about models is regarded as a relevant competence associated with scientific literacy. Our study focuses on the influence of model-based approaches (modeling vs. model viewing) in an out-of-school laboratory module on the students’ understanding of scientific models. A mixed method design examines three subsections of the construct: (1) students’ reasoning about multiple models in science, (2) students’ understanding of models as exact replicas, and (3) students’ understanding of the changing nature of models. There were 293 ninth graders from Bavarian grammar schools that participated in our hands-on module using creative model-based tasks. An open-ended test item evaluated the students’ understanding of “multiple models” (MM). We defined five categories with a majority of students arguing that the individuality of DNA structure leads to various DNA models (modelers = 36.3%, model viewers = 41.1%). Additionally, when applying two subscales of the quantitative instrument Students’ Understanding of Models in Science (SUMS) at three testing points (before, after, and delayed-after participation), a short- and mid-term decrease for the subscale “models as exact replicas” (ER) appeared, while mean scores increased short- and mid-term for the subscale “the changing nature of models” (CNM). Despite the lack of differences between the two approaches, a positive impact of model-based learning on students’ understanding of scientific models was observed.

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Sentence memory recall in adolescents: Effects of motor enactment, keyboarding, and handwriting during encoding

Söderlund,

Torvanger,

Hadjikhani

et al. 2023

Brain and Behavior

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BackgroundPrior research has shown that memory for action sentences is stronger when stimuli are enacted during encoding than simply listened to: the so‐called enactment effect. The goal of the present study was to explore how writing during encoding—through handwriting and through keyboarding—fares compared with enacting, in supporting memory recall.MethodsOne hundred Norwegian high school students (64 girls, 36 boys) aged 16–21 years (M = 17.1) participated in the study. Four lists of verb–noun sentences with 12 sentences in each list were presented in four encoding conditions: (i) motor enactment, (ii) verbal listening, (iii) handwriting, and (iv) keyboarding.ResultsResults revealed a significant main effect of encoding condition, with the best memory gained in the enactment condition. Regarding writing, results showed that handwriting and keyboarding during encoding produced the lowest recall in comparison with the enactment and verbal listening conditions.ConclusionThese results thus provide additional support for the enactment effect. While there has been much discussion on the relative benefits of handwriting versus keyboarding on student performance, both seemed to be equally poor strategies for the particular learning task explored here, potentially through increased cognitive load.

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Learning by enacting: The role of embodiment in chemistry education

Cited by 46 publications

References 34 publications

Does Touching Real Objects Affect Learning?

Does Touching Real Objects Affect Learning?

Comparing the Use of Two Different Model Approaches on Students’ Understanding of DNA Models

Sentence memory recall in adolescents: Effects of motor enactment, keyboarding, and handwriting during encoding

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