March 9th, 2022 | RESEARCH
This article appeared in the Journal of Learning Sciences' (2022) special issue on Learning in and through the arts. The paper examines the complex role of embodied funds of knowledge in physics teaching and learning. Through a close analysis of teen dancers as they worked to collaboratively construct new understandings of elements of particle physics in an out-of-school workshop called the embodied physics learning lab, we show how utilizing embodied funds of knowledge can provide new levels of access to and engagement with physics and create new possibilities for physics teaching and learning.
Document
Embodied Physics: Utilizing dance resources for learning and engagement in STEM
Team Members
Dionne Champion, Author, TERCCitation
Identifier Type: DOI
Identifier: https://doi.org/10.1080/10508406.2021.2023543
Publication: Journal of the Learning Sciences
Volume: 31
Number: 1
Page(s): 73-106
Funders
Funding Source: NSF
Funding Program: AISL
Award Number: 1713393
Related URLs
Embodied Physics: STEM Learning for Under-Represented Youth
Tags
Access and Inclusion: Ethnic | Racial | Urban | Women and Girls
Audience: Educators | Teachers | General Public | Learning Researchers | Middle School Children (11-13) | Scientists | Youth | Teen (up to 17)
Discipline: Art | music | theater | Education and learning science | General STEM | Physics
Resource Type: Peer-reviewed article | Research | Research Products
Environment Type: Afterschool Programs | Community Outreach Programs | Informal | Formal Connections | Summer and Extended Camps