The social organization of play, embodied cognition, and failure in stem education

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

To respond more directly to the question that opened this piece, I have found that recognizing the discursive practices that organize immersion in different roles during play, and likewise recognizing discursive practices that ground collaboratively constructed accounts of failure, continues a long-running challenge with respect to research and practice. Discourse happens quickly, often below the radar of attention, and under pressure from other aspects of activity. The upshot is that we need to understand to what extent teachers and students can become aware of these micro processes that ground learning. This is not an altogether new challenge, but one that I believe warrants more attention to how we can design teacher education workshops, and even further, how to communicate these insights to students to give them agency to design their own learning trajectories.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1364-1365
Number of pages2
Volume2
ISBN (Electronic)9780990355083
StatePublished - Jan 1 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period6/20/166/24/16

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