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Cakmak, Maya. "Guided teaching interactions with robots: embodied queries and teaching heuristics." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44734.
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The vision of personal robot assistants continues to become more realistic with technological advances in robotics. The increase in the capabilities of robots, presents boundless opportunities for them to perform useful tasks for humans.
However, it is not feasible for engineers to program robots for all possible uses. Instead, we envision general-purpose robots that can be programmed by their end-users.
Learning from Demonstration (LfD), is an approach that allows users to program new capabilities on a robot by demonstrating what is required from the robot. Although LfD has become an established area of Robotics, many challenges remain in making it effective and intuitive for naive users. This thesis contributes to addressing these challenges in several ways. First, the problems that occur in teaching-learning interactions between humans and robots are characterized through human-subject experiments in three different domains. To address these problems, two mechanisms for guiding human teachers in their interactions are developed: embodied queries and teaching heuristics.
Embodied queries, inspired from Active Learning queries, are questions asked by the robot so as to steer the teacher towards providing more informative demonstrations. They leverage the robot's embodiment to physically manipulate the environment and to communicate the question. Two technical contributions are made in developing embodied queries. The first is Active Keyframe-based LfD -- a framework for learning human-segmented skills in continuous action spaces and producing four different types of embodied queries to improve learned skills. The second is Intermittently-Active Learning in which a learner makes queries selectively, so as to create balanced interactions with the benefits of fully-active learning. Empirical findings from five experiments with human subjects are presented. These identify interaction-related issues in generating embodied queries, characterize human question asking, and evaluate implementations of Intermittently-Active Learning and Active Keyframe-based LfD on the humanoid robot Simon.
The second mechanism, teaching heuristics, is a set of instructions given to human teachers in order to elicit more informative demonstrations from them. Such instructions are devised based on an understanding of what constitutes an optimal teacher for a given learner, with techniques grounded in Algorithmic Teaching. The utility of teaching heuristics is empirically demonstrated through six human-subject experiments, that involve teaching different concepts or tasks to a virtual agent, or teaching skills to Simon.
With a diverse set of human subject experiments, this thesis demonstrates the necessity for guiding humans in teaching interactions with robots, and verifies the utility of two proposed mechanisms in improving sample efficiency and final performance, while enhancing the user interaction.
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Burnett, Samarra Anne Gaetana. "Embodied Knowing, Embodied Inquiry, and Embodied Teaching| Inviting a Visit from the Infinite, and How to Make a Container." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688526.
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Personal narrative and literature review was used to explore the historical and current contexts of embodied knowing, embodied inquiry, and embodied teaching. Methods of embodied inquiry from phenomenology, somatics, and transpersonal research are described and compared. Ten common elements of embodied inquiry practices are distilled, including a dialogue between witnessing and felt sense aspects of awareness, as a tool for facilitating embodied understanding and integration. The application of embodied inquiry to teaching is explored, and the proposal that teaching and learning as a participatory embodied inquiry practice facilitates embodied understanding and transformation.
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Garrett, Raina Brella. "Corporeal Rhetorics: Embodied Composing and the Teaching of Writing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1335727105.
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FERRI, NICOLETTA. "EMBODIED TEACHING: PROSPETTIVE DI RICERCA A SCUOLA ATTRAVERSO L'ANATOMIA ESPERIENZIALE." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/241227.
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Questo lavoro di ricerca nasce dal desiderio di indagare il potenziale riflessivo, euristico e trasformativo della dimensione embodied nei processi di insegnamento/apprendimento. Per farlo ha interrogato un gruppo di insegnanti della scuola primaria, coinvolgendole in una ricerca partecipativa sulle proprie pratiche di insegnamento e sul loro modo unico di incarnarle (embodied teaching), a partire da un’attivazione corporea specifica (Anatomia Esperienziale).
La mia domanda di ricerca si è orientata in due direzioni. Ad un livello metodologico potrebbe essere formulata nel seguente modo: come interrogare l’embodied teaching (Bresler, 2014) di professionisti della scuola, cioè il modo incarnato di interpretare il processo di insegnamento/apprendimento? Ad un livello tematico, invece, l’interrogativo di fondo potrebbe essere così posto: cosa emerge quando si va ad attivare un processo di riflessione sulla pratica professionale di un gruppo di insegnanti della scuola primaria a partire da un’interrogazione che passa dalla percezione e dall’attivazione corporea?
Collocandomi nell’area di ricerca della Pedagogia del corpo (Gamelli, 2011), il macro-paradigma dell’embodiment ha rappresentato un riferimento epistemologico importante per il lavoro. In esso ho trovato un fertile incontro di studi, ricerche e pratiche provenienti da ambiti molto distanti, tra cui le scienze cognitive (l’enactive embodiment di Varela, Thompson, Rosch, 1991), l’ambito performativo (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) e quello più legato all’educazione (Gamelli, 2011; Rossi, 2017). È precisamente all’incontro di queste tre aree che si colloca la prospettiva di ricerca del presente lavoro.
La parte empirica della ricerca si è svolta con un gruppo di sette insegnanti di una scuola primaria milanese, su adesione volontaria, in sei incontri di tre ore circa ciascuno. Il setting di ricerca è stato strutturato in modo che ci fosse una stratificazione dell’esperienza corporea proposta affinchè ognuna delle partecipanti potesse contattare il proprio embodied teaching nel rispetto del proprio stile personale e corporeo di insegnamento. La metodologia della “co-operative-inquiry” (Heron, Reason, 1997) e la successiva interpretazione di Formenti nella “spirale della conoscenza” (Formenti, 2009), oltre che fornirmi un riferimento epistemologico in termini di dimensione partecipata della conoscenza, mi hanno fornito riferimenti importanti per disegnare la struttura interna degli incontri in modo coerente con i miei presupposti teorici.
L’anatomia esperienziale del Body-Mind Centering è stata la pratica somatica che ho utilizzato per la ricerca empirica. Tutti gli incontri sono stati audioregistrati e trascritti. Dopo una prima analisi tematica attraverso NVivo, è maturata la decisione di andare verso una svolta più performativa della mia ricerca. Questo cambio di prospettiva ha richiesto l’ideazione e la costruzione di un dettagliato – e inedito – metodo di ricerca embodied. Si tratta di uno dei passaggi più originali della mia ricerca di dottorato, che ha visto l’inizio di un lavoro di analisi corporea e performativa dei dati attraverso segmenti audio e testuali che ho selezionato dalle trascrizioni e dai materiali audio degli incontri con le insegnanti.
Questa analisi performativa, documentata in 160 riprese video, si è poi direzionata verso la creazione di una video-performance utilizzata come restituzione alle insegnanti rilanciandolo e aprendo nuovi interrogativi e così possibili sviluppi per ricerche future legate alla dimensione corporea della professione insegnante.This thesis is deeply connected with the will of investigating the reflective, heuristic and transformative potential of the embodied dimension in teaching and learning processes. For this purpose, I engaged a group of Primary School teachers in a participatory research focused on their personal way of embodying teaching practices (embodied teaching) starting from a specific body activation (Experiential Anatomy). My research question was twofold. At a methodological level I was interested in interrogating the embodied teaching (Bresler 2014) of school professionals, namely their own way of performing the teaching/learning processes. At a thematic level the question was: what does it happen when a researcher activate a reflective process on professional practices of a group of primary school teachers through body activations? My main theoretical frame is represented by Embodied Pedagogy (Gamelli, 2011) and my fundamental epistemological reference is the so-called “embodiment paradigm”. This paradigm is a generative common ground for studies and practices connected to heterogeneous fields as cognitive sciences (Varela, Thompson and Rosch, 1991), performative disciplines (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) and education (Gamelli, 2011; Rossi, 2017). My research perspective lies exactly at the crossroads of these three main areas. The empirical part of my research took place in a Primary School of Milan. I addressed a group of teachers with a research proposal structured on six meetings of three hours each. The research setting was designed in a way that allowed a multi-layered experience of the body activations in order to let each participant explore her own embodied teaching, namely her own personal way of performing teaching. The “co-operative inquiry” theorized by Heron and Reason (1997) and Formenti’s “Spyral of knowledge” (2009) were the two main epistemological pivots in reflecting on the research objectives, as they both advance the idea of research as a co-construction of participatory knowledge. They were also fundamental in order to design the internal structure of each meeting consistently with my theoretical assumptions. Experiental Anatomy of Body-Mind Centering was the somatic practice that I used for the empirical part. Each meeting was audio-recorded and transcribed. After a first thematic analysis with Nvivo I decided to turn my research in a performative direction. This change of perspective required the creation of a detailed embodied research method. This is the most original part of my thesis that consisted in a performative analysis of a selection of collected data (originated in the six meetings with the participants) in the form of textual and audio excerpts. This performative analysis, documented by 160 video shootings, ended in the creation of a video-performance that was used as a starting point of the final meeting with research participants. The use of this aestethic and performative object in the research setting revealed itself as a powerful tool in order to trigger an high level of participation in the group. The final meeting, in fact, was a fundamental moment as the participants’ reflections transformed “my” performative composition in a shared knowledge connected with all the research process. The results were very interesting both in terms of new questions raised by the teachers and of future research possibilities in the direction of embodied teaching.
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Bremmer, Melissa Lucie Viola. "What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18010.
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This thesis presents an investigation into the pedagogical content knowing (PCKg) of Dutch experienced specialist preschool music teachers with regard to teaching and learning rhythm skills viewed from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. In a multiple case study the research methods - stimulated recall interviews, gesture analysis tasks, physical action analysis tasks, notebooks and semi-structured interviews - were used to elicit the PCKg of six specialist preschool music teachers regarding rhythm skills. The data of these different methods were inductively analysed but sensitising concepts derived from the literature review on PCKg were also used in the analysis. Furthermore, the data were triangulated to gain a comprehensive understanding of the participants' PCKg. As for the nature of the specialist preschool music teachers' PCKg regarding rhythm skills the findings illustrated that PCKg is distributed over language, sound, gestures, body positioning and physical actions. Respecting the content of PCKg a new form of (non-verbal) knowledge was explored: 'musical communication and musical interaction' that facilitates the learning of rhythm skills of preschoolers. The study is first of all significant for offering a new perspective on the nature of the specialist preschool music teachers' PCKg: a multimodal and dynamic way of knowing that emerges from the interrelated role between the social, cultural and physical classroom environment, the teaching task and the teacher's body. Beyond the classroom, these teachers' bodies form a source for recalling, re-enacting and eliciting classroom experiences to develop and communicate their PCKg. Secondly, it offers a new perspective on the content of the specialist preschool music teachers' PCKg: these teachers' bodies take on different roles to mediate the preschoolers' learning process regarding rhythm skills. These findings have implications for further research, teacher education, practice and policy.
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Jenkins, Michele Lynn. "Embodied knowing and effective communication in the development of a choreography curriculum." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2656.
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Develops a choreography course curriculum to be implemented and evaluated for inclusion in the Chaffey College (a community college in San Bernardino County, California) dance program. Identifies and evaluates four core developmental areas of a well-designed choreography class: (1) communicative skill development through dance composition; (2) group problem-solving creative work; (3) integration of other arts with dance; and, (4) critical evaluation skills.
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Shannon, Joseph Charles. "How is PCK embodied in the instructional decisions teachers make while teaching chemical equilibrium? /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7646.
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Frisina, Christopher Special. "The Sound of Fractions: teaching inherently abstract representations from an aural and embodied approach." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89487.
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Learning fractions is the focus for much of elementary school mathematics instruction because it is important and can be difficult. Fractions constitute a system of thinking about numbers and representations that differs in important ways from counting numbers. To understand fractions requires, for example, perceiving that a symbol such as 6 is not automatically associated with a larger quantity than 5 if they are denominators. In the system that constitutes fractions, 1/5 is bigger than 1/6. When students fail to master the system of fractions by a certain age, the inherent difficulty of the concepts can become confounded with discouragement, boredom, and humiliation. Music, especially percussion, not only provides an engaging context for many students but musical patterning can also provide deep analogic experiences to fractions at embodied and representational levels. Reasonable questions about musical patterns can both motivate and guide students towards understanding the properties of systems of fractions and their representations. We utilize this possibility in a new tool and associated curriculum called Sound of Fractions (SoF). SoF incorporates three main ideas to leverage musical interest and skill to provide an alternative approach to teaching fractions:
Experiencing the whole and the part at the same time is crucial to learning fractions;
Drumming is a compelling, embodied, culturally-relevant activity that allows students to experience the wholes, the parts, and the relationships between them at the same time;
A new computer-based representational infrastructure utilizing aural, visual, physical, and temporal components that scaffolds classroom-based activities that bridge the relationship between percussion-related and mathematics activities in such a way as to gradually bring the student towards more standard mathematical representations and usages.
We conducted preliminary testing of this approach in two series of after school programs with 5th-8th grade children who were significantly behind in learning fractions. Preliminary indications are that the approach is promising and ready to be tried in more formal contexts. This work illustrates that instruction rich in representational infrastructure and domains continues to be an important component of how technology can have positive impact.Master of Science
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Kruger, Marlene. "Drama-based second language teaching and learning." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78099.
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This study engages with the domains of second language teaching and learning (L2TL), drama-based teaching and learning (DBTL) and embodied cognition in order to establish how the effective implementation of DBTL may contribute to the efficacy of L2TL practices. There are shortfalls in second language (L2) classrooms and there is a need for a L2 teaching approach, which promotes social interaction in varied sociocultural contexts wherein learners are encouraged to make meaning in order to convey their message. The L2 learning processes created by this approach could overcome the shortfalls of L2TL and offer what is required by Second Language Acquisition (SLA) to acquire a L2. This study proposes that the use of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) could overcome these shortfalls. However, CEFR can only be effective if the approach that is utilised in its implementation aligns with CEFR’s principles. This study argues that a drama-based teaching approach could adhere to CEFR and address the shortfalls of L2TL. This study explores drama as a facilitation tool and uses elements of process drama to create an approach to DBTL that could create learning experiences which may enhance the efficacy of L2TL and adhere to CEFR.
This study argues that for a DBTL approach to be effective in L2TL, it has to foreground embodied cognition. Embodied cognition theories state that in order to create optimal learning opportunities, social, affective learning experiences should be created wherein learners interact with other humans and their environment in order to make and convey meaning. By critically engaging with embodied cognition theories, this study establishes which components of embodied cognition should be considered for DBTL to be effectively implemented in L2 classrooms. Subsequently, this knowledge ensures that the proposed approach to drama-based second language teaching and learning (DBL2TL) could allow for effective implementation. This study argues that a hypothetical DBL2TL programme based on this DBL2TL approach, which is steered by embodied cognition and adheres to CEFR, could overcome the shortfalls of L2TL. Furthermore, the programme could offer insight into how DBTL could effectively be implemented in L2TL, which in turn could enhance the effectual implementation of DBTL in L2 classrooms. Therefore, the hypothetical DBL2TL programme could enhance the efficacy of L2TL.Dissertation (MA)--University of Pretoria 2020.
Drama
MA
Unrestricted
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Vinson, Jenna Elizabeth. "Teenage Mothers as Rhetors and Rhetoric: An Analysis of Embodied Exigence and Constrained Agency." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293424.
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This dissertation examines the rhetorical function and social implications of the "dominant narrative of teenage pregnancy"--that is, the popular depiction of young motherhood as the tragic downfall of a woman's life. I employ feminist poststructuralist and visual rhetorical critique to analyze historical and contemporary teenage pregnancy prevention materials as well as journalistic representations of young mothers. Building from this analysis, I argue that the dominant narrative pathologizes teenage mothers, prevents a focus on structures of inequality and poverty, sustains racialized gender ideologies, and encourages practices that perpetuate disparities for pregnant/mothering young women. In addition, this project explores strategies for resisting this discourse. Specifically, I review scholarship that has contested the dominant narrative and identify counter-rhetorical practices that some young mothers use in their published first-person narratives. Finally, drawing on focus groups I conducted with 27 young mothers, I illustrate that visibly young pregnant and parenting women are often publically confronted by strangers because they embody an urgent and much-debated social issue. I offer the concept of "embodied exigence" as a way to understand how discursive and material realities of the body may construct rhetorical situations and how the body may function as a site of constrained agency. Building from rhetorical theories of agency, exigence, and feminist work on the visibility of motherhood, I assert that in moments of embodied exigence, marginalized young mothers may seize the opportunity to resist dominant rhetoric and act as rhetors in their own right.
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Majlesi, Ali Reza. "Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms." Doctoral thesis, Linköpings universitet, Avdelningen för språk och kultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104920.
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This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in sidesequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities.Denna avhandling är en empirisk, kvalitativ studie om uppkomsten av s.k. ”learnables” i svenska som andraspråksutbildning. Studien antar ett dialogiskt och praxeologiskt perspektiv, och analysen baseras på video-inspelade lärare-elevinteraktiviteter i klassrummet. ”Learnables” utgörs av språkliga objekt eller konstruktioner, som hanteras som obekanta av elever, eller som problematiseras av elever eller lärare, och därför orienteras emot som objekt som kan förklaras, korrigeras eller förbättras. ”Learnables” kan uppstå i planerade eller mindre planerade klarssrumsaktiviteter, antingen i förbigående, samtidigt som huvudaktiviteten fortsätter utan avbrott, eller i sidosekvenser. I dessa aktiviteter använder lärare och elever inte bara talspråk, utan även andra kroppsliga resurser (t.ex. pekningar) eller tillgängliga artefakter (t.ex. papper) för att fokusera på språkliga ”learnables”. Lärare och elever använder dessa medel för att uppnå och bibehålla intersubjektivitet, samt för att bidra med ”learnables” till interaktiviteterna. Genom konkreta kroppsliga metoder blir abstrakta, språkliga ”learnables” objektifierade och kunskapen om dem organiseras i och genom deltagarnas koordinerade handlingar.
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Schott, Alex Hoobie. "Teaching and learning in technical theater: activity, composition and embodiment." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2627.
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If not ignored completely, the body has been under theorized in literacy research. However, recent research in cultural studies, linguistics, philosophy, psychology, neuroscience, education, and the arts suggests that the body is implicated in thinking and knowing as well as doing. In this dissertation I examine high school technical theater. In this robustly embodied activity students build sets, rig lights, and paint backdrops in preparation for a theatrical production, as well as run sound and lighting and perform scene changes during the production. I use data from high school technical theater to explore the body in literacy, embodied learning, collaboration, composition processes, and experiential learning.
I gathered data primarily during out of school work sessions over the multi-week production cycles of six plays produced at one high school over two school years. As an experienced theater technician, I used participant observation as the primary method of data collection, supplemented with semi-structured interviews with the technical director, artistic director, and four students. I collected data and analyzed data through iterative processes in which analysis began during data collection, emerging analyses influenced data collection, and constant comparisons to new data influenced emerging analyses.
Observations of student work revealed that student theater technicians employed literacy skills including speaking, reading, writing, drawing, calculating, and interpreting the written text of plays as necessary elements of the normal course of technical theater work. Observations of teaching and learning showed that little explicit instruction was used but that mini-lessons, individual and collective problem solving, and multiple configurations of collaboration among more and less experienced technicians led to the development of critical thinking and physical skills, as well as proficiency in the creation of props through the evaluation and application of building techniques and materials.
I used theories from art making and multimodal literacy to examine technical theater building projects as examples of composition. My findings show that the design of technical theater texts - e.g. props, scenery, lighting - emerges through a recursive process of creation and interpretation and is mediated by the technicians' knowledge of building techniques and materials. Situated learning and activity theory were used to analyze learning in the technical theater community. Results demonstrate that the structure of the community allows for learning through experience, apprenticeship, and collaboration as well as through the creation of texts that balance personal expression with collaborative enterprise.
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Branscombe, Margaret. ""I want to be the Sun": Tableau as an Embodied Representation of Main Ideas in Science Information Texts." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5451.
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In this study I investigated the process drama convention of tableau to mediate for the representation of main ideas in science information texts. My pedagogical goal was to focus on the body as a tool for engaging with information texts and my rationale for this goal was the belief that the body is neglected in classroom learning. The task of creating caused the students to be active and to think of their own and other bodies as signifiers of meaning.
The methodology was based on a formative experiment that allowed for changes and modifications to be made in response to the intervention of tableau. Formative and design experiments recognize that classrooms are ecologically complex research sites that are situated in particular cultural and historical contexts. Theories related to cultural historical activity theory (CHAT), expansive and embodied learning frame this research as paradigms that recognize the dialectics between activity and culture and the body in and of the world.
In the study tableau is framed as an innovative learning method that disrupts the traditional and historical methods for identifying main idea, such as the annotation of text. Through the disruption of tableau came opportunities to expand notions of literacy and comprehension as well as the traditional associations of drama with fiction texts. The study shows that tableau is a flexible mediating tool that can be applied to the current focus on informational texts and close reading.
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Castner, Daniel J. "TELLING AND LIVING THE TRUTH: SUBJECTIVE UNIVERSALS DECLARED AND EMBODIED IN EARLY CHILDHOOD CURRICULUM NARRATIVES." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428348627.
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Salinas, Barrios Ivan Eduardo. "Embodied experiences for science learning| A cognitive linguistics exploration of middle school students' language in learning about water." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634266.
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I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.
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Lambrinos, Elena. "Building Ballet: developing dance and dancers in ballet." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/22101.
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This thesis unpacks a commonly expressed phrase in the dance industry – ‘Teaching dance beyond the steps’ – by exploring teaching practices that develop dance and dancers in children’s ballet lessons. Exploring an area that is commonly practiced and often talked about, but rarely studied, this study shows how ballet education builds particular ways of moving as well as particular behaviours and dispositions deemed desirable in ballet. Enacting Legitimation Code Theory, this thesis undertakes a qualitative case study of children’s Royal Academy of Dance ballet classes through analysis of non-participant, video recorded observations of five consecutive classes at Grade 1 and Intermediate Foundation levels, teacher interviews, follow up observations, and curriculum documents. The LCT dimension of Specialization is used as an organizing framework and distinguishes between teaching that develops dance as epistemic relations, or what is being danced, and teaching that develops dancers as social relations, or who is dancing. The dimension of Semantics is used as an explanatory framework to explore change in both the dance and the dancer at different levels of expertise. Ballet dance is both precise, or highly detailed, and transferable, where steps, technique, musicality and artistry taught in specific exercises manifest in other danced contexts. Tools for analysing epistemological condensation and epistemic-semantic gravity are used to explicate how the teachers build complex, principled, durable ballet movement. When looking at the dancer, axiological-semantic density and axiological-semantic gravity are enacted to elaborate how teachers develop particular valorised actions and behaviours, or externalized ways of acting as a ballet dancer, and how these are subsumed by dispositions, or internalized ways of thinking, feeling and being. The findings in this thesis examine different teaching practices that build knowledge and knowers, dance and dancers, in ballet and how they change at different levels of expertise.
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Widmer, Franziska. "A Sequential Explanatory Mixed Method Research Study of Teachers' Perceptions and Perspectives of High Quality Movement in the Classroom." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617722764701464.
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Hom, John S. "Making the Invisible Visible: Interrogating social spaces through photovoice." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284482097.
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Ståhl, Marie. "Kemiämnets normer och värden : Diskursanalytiska studier av nationella prov i kemi och tillhörande elevtexter." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-281449.
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The aim of this thesis was to examine the conditions for democratic bildung-oriented education for students in the school science discourse. This is something that the Swedish curriculum is based on and thereby the education should develop students' capacity for social, political and cultural awareness. The theoretical framework used is grounded in critical didactics and feminist theories which assume that students should feel involved and get their voices heard. The Swedish national test in chemistry (2009-2012) and student answers (198n) from one of the items in the 2009 test have been analyzed using discourse analysis. The first study explored the norms and values present in the national tests in chemistry, in relation to people, society and nature. The second study focused on student’s evaluative language in their free-text answers to one of the items. Thereby attitudes in student answers were projected in relation to the norms and values found in the first study. Finally, the student answers were used once more in a third study, where students’ positioning in relation to the scientific discourse in the chemistry test (2009) was explored, as well as which feminist figurations these subject positions express. The results show that the national tests harbor an elitist image and anandrocentric bias.The normative message is that students should adopt an objective, rational, non-judgmental and non-emotional role. Topics connected to young people’s everyday life, that might interest students, are rare. Contrary to the normative messages mediated by the tests, students use evaluative and embodied language to a high extent in their answers. They choose to write about topics that are close to their everyday life and they show that they are emotionally engaged. Through feminist figurations theories used in the third study one can see how the student-subject positions offer resistance in different ways. This is shown in their criticism of science and technology, human society and nature. The students' responses have embraced an embodied chemistry that can be interpreted as teaching based on bildung and deliberative discussions.
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Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.
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Hanrahan, Mary U. "Conceptual change and changes of heart: A reflexive study of research in science literacy in the classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.
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In this thesis, I present my themes at two levels. On one level I am concerned with learning in secondary school science, which the science education literature has shown to be problematic in some areas, while at the second level, I am concerned with my own learning, which leads me to search for a methodology consistent with my developing theory about learning and change.
I have constructed a partial explanation for unsatisfactory learning in science, using a cross-disciplinary body of literature (including that relating to critical literacy teaching, second language learning, social and cognitive psychology, and sociolinguistics). Taken as a whole, the literature seemed to suggest that deep learning and change depend to some extent on the nature of interpersonal relationships in the classroom, and (tacit) cultural rather than rational factors, and that these needed more research in the science education context. As a result my research became focused on teacher-student interpersonal relationships and the language mediating these. After early studies exploring several science education contexts, I finally collaborated with a teacher of a Year 8 science class in trialing an intervention using affirmational dialogue journal writing. This resulted in a more democratic and generally improved psychosocial learning environment, as well as some new insights into the nature of the communication problems associated with typical science classroom discourse. Articles written at different stages of this overall research program were accepted for publication by major science education journals on three continents.
At the same time, my desire to use a methodology consistent with my own developing theories about the nature of learning and change led me firstly to using different methodologies in successive case studies (multivariate analysis of survey data, ethnography, and action research). As I became increasing aware of social factors involved in the construction of knowledge, I wrote two articles dealing with emerging methodological issues and these were accepted for publication in international publications. However, I later went on to become more aware of broader ecosocial system factors (cf. Lemke, 1995), and then ecobiological factors (Maturana & Varela, 1992), and this led to my becoming increasingly reflexive about the underlying process implicit in my repeated epistemological and methodological revolutions. I found that non-rational aspects were implicated, and decided that this somewhat intuitive underlying practice needed to be presented explicitly as my metamethodology, not only because ofits apparent productiveness, but because it exemplified and extended the theories about learning that I had developed with my research in science classrooms. This new methodology, which I call "ecobiosocial system analysis", is a synthesis of sociocultural, psychological, and physiological principles in an ecosocial system that includes tacit biological aspects of understanding.
Moreover this shifting understanding had serious implications for how I (re)presented my research in the thesis document, which I had originally assumed had to be an objective scientific account. As my epistemological beliefs changed, this became a decision to present first a narrative inquiry (Clandinin & Connelly, 1990), and then a critical action research account (Kemmis, 1994). Finally, however, I realised that such unified narratives misrepresented research practice as I had experienced it and, ifI were to be consistent with my own theories, a new method of presenting my research needed to be found.
This series of changes could be seen as an evolution, in which case it would make sense to disregard the earlier thinking and present the research only in relation to the final theoretical paradigm. My preferred perspective is to see my research as moving between paradigms, none of which has ultimate superiority. Hence, I insist on presenting the whole (somewhat messy and multi-paradigmatic) process, by juxtaposing the differently voiced articles and my final meta-account. In fact the knowledge resulting from earlier studies had already been validated by the research communities to which it belonged (by fact of publication), while the final stage of knowledge has yet to gain such validation by researcher peers.
As a consequence of my conviction that my learning should be seen as a particular case created by a particular ecobiosocial system, I present a central autobiographical chapter. This focuses on sociocultural and psychological childhood and adult experiences, which I suggest have influenced my epistemological beliefs and research practice at a deeper level than the literature I read during my PhD. Even though the resulting metamethodology is shown to be an implicit one to some extent, often operating at tacit levels, I nevertheless present both design and methods chapters. The design chapter proposes a justification of the (meta)methodology in terms of current theories from a range of fields (cognitive science, organisational change theories, critical theory, and socio-biological ecological system theories). The methods chapter then analyses my somewhat intuitive research process in retrospect, based on samples of my personal journal writing, on-line communications, and other associated activities.
In summary, the thesis explores the nature of deep learning and change in two rather different contexts, and proposes that such processes involve a complex of interrelated cognitive, social and biological aspects. This proposition not only has implications for teaching and learning science but led me to a new methodology, ecobiosocial system analysis. It also led me to challenge the traditional thesis structure which represents learning as an entirely rational process and knowledge as unitary. Moreover, given that I challenge the belief that either thought or practice can be significantly changed by a purely logical account, I do not draw explicit conclusions but rather trust to what I have been able to communicate in a more organic way throughout the thesis document.
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McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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"Teaching Academic Writing for Engineering Students: An Embodied, Rhetorical Approach." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.57240.
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abstract: This dissertation details an action research study designed to teach engineering students enrolled in a First Year Composition course understand and learn to use effective conventions of written communication. Over the course of one semester, students participated in an intervention that included embodied and constructive pedagogical practices within a rhetorical framework. The theoretical perspectives include Martha Kolln’s rhetorical grammar framework, embodied cognition, and Chi’s ICAP hypothesis. The study was conducted using an explanatory multi-methodological approach. The majority of students demonstrated that in their post-intervention writing samples, their ability to use effective conventions had improved. Over the course of the study, students’ attitudes about writing improved as did their self-efficacy about their writing ability.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2020
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Hocking, William Brent. "Enactive teaching in higher education : transforming academic participation and identiy through embodied learning." Thesis, 2004. http://hdl.handle.net/2429/16028.
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Enactive Teaching in Higher Education is a narrative exploration of embodied teaching in the
university classroom based on the enactive view of cognition described by Francisco J. Varela,
Evan Thompson, and Eleanor Rosch. On the surface, their philosophy is a heavily theoretical
critique of epistemological dualism. More profoundly, it is an imaginative proposition for
reinventing ourselves as human beings by acknowledging the participatory nature of perception,
how reflection-as-experience implicates us in relationships that determine our most fundamental
senses of identity.
Enactive philosophy is pervasively ecological. It asks us to consider not only how body, mind,
and spirit are interconnected, but how subjective senses of self are disrupted and transformed by
interactions with other people. It is a view that extends Hannah Arendt's embrace of human
togetherness. For this reason, enactive philosophy raises questions about what it means to be and
become a dynamic, well-balanced educational participant.
My curiosity is how enactive philosophy informs personal and collective senses of participation
and identity in adult and higher education specifically. I focus this interest around two teaching-related
questions: (a) What do embodied views of cognition reveal about adult learning and self-development?
and (b) How do adults' embodied perceptions of themselves and others support
holistic understandings of teaching? My inquiry draws on three data sources: (a) a critical
literature analysis of embodied pedagogy, (b) a field study that documents perceptions of
embodied teaching and learning in a graduate seminar, and (c) reflections on my journey as an
elementary teacher preparing to become a university instructor. I present my findings thematically using narratives to bridge theory and practice. The themes
offer a framework for enactive teaching. My senses of narrative, like my senses of teaching, are
guided by enactive philosophy. The significance of this view is to trouble instrumental and
prescriptive views of education while accentuating a connection between embodied knowing and
pedagogies of possibility.Education, Faculty of
Graduate
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Harding, Thomas. "Floaties and sinkies, flinkers and Archimedes thinkers : embodied writing in grade eight science class." Thesis, 1999. http://hdl.handle.net/2429/9232.
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This study has emerged from concerns expressed by science students, educators,
and researchers, and from my own teaching experience, that writing in school science
often remains disconnected from students' experience, and rarely stimulates further
learning. The purpose of this study is to explore the potential of open, expressive writing
tasks to illustrate students' understanding of the phenomena of floating and sinking.
A specially selected series of seven explorations in physical properties of matter
provide a rich context for Grade Eight students and I, their teacher, to experience and
explore this topic. The interconnections between lab explorations and writing in school
science, and the interactions in a classroom fostering science inquiry, are central to this
study.
A classroom-based story is unraveled from an enactivist perspective. My analysis
of students' writing tasks and reflections on learning illuminates possibilities for
encouraging personal connections and embodied writing in science class. Students'
insights into learning about science and about themselves through expressive ways of
writing shape this story.
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Ijaz, K. "Believable conversational agents for teaching ancient history and culture in 3D virtual worlds." Thesis, 2011. http://hdl.handle.net/10453/23385.
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University of Technology, Sydney. Faculty of Engineering and Information Technology.This thesis introduces believable conversational agents as an engaging and motivational learning tool for teaching ancient history and culture in virtual worlds. Traditional approaches are lacking engagement, interactivity and socialisation, features that are of tremendous importance to modern students (digital natives). At the same time, modern 3D visualisations primarily focus on the design side of the given space and neglect the actual inhabitants of these ancient places. As a consequence, in such historical or cultural 3D visualisations it is difficult to engage the students in the learning process and to keep track of students' learning progress. Furthermore, this approach neglects the knowledge carriers (inhabitants of the ancient site) which are an important part of a particular culture and played an important role in significant historical events. Embodied conversational agents envisaged by this thesis for teaching ancient history and culture must be believable as they act in highly dynamic and heterogeneous environments such as 3D Virtual Worlds with both human and autonomous agent participants. In these virtual environments participants behave autonomously and frequently interact with each other and with software agents. Therefore, embodied conversational agents must know their surroundings, be aware of their own state in the virtual environment and possess a detailed knowledge of their own interactions as well as the interactions of other participants. We label such agent abilities as "awareness believability" and develop the necessary theoretical background and the formalisation of this concept. We also discuss the I2B (Interactive, Intelligent and Believable) framework that implements awareness believability using the combination of the Virtual Institutions technology, the AIML engine and the visualisation layer of Virtual Worlds. Through a detailed literature review on virtual agents' believability we identified the ability to continuously learn new conversational skills as another important aspect of being believable. Thus, this thesis also explains how AIML specific rules and virtual agents' interactions with subject matter experts help to dynamically improve the conversational corpus of virtual agents via imitation learning. To validate the impact of supplying agents with awareness believability we conducted a number of case studies specific to the domain of ancient history and culture. The studies confirmed that the identified awareness features are indeed making the agents perceived as more believable. Furthermore, the studies provide important evidence in favour of using virtual agents for improving the knowledge of students in the domain of ancient history and culture.
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Segal, Ayelet. "Do Gestural Interfaces Promote Thinking? Embodied Interaction: Congruent Gestures and Direct-Touch Promote Performance in Math." Thesis, 2011. https://doi.org/10.7916/D8DR32GK.
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Can action support cognition? Can direct touch support performance? Embodied interaction involving digital devices is based on the theory of grounded cognition. Embodied interaction with gestural interfaces involves more of our senses than traditional (mouse-based) interfaces, and in particular includes direct touch and physical movement, which are believed to help retain the knowledge that is being acquired. There is growing evidence that spontaneous gestures affect thought and possibly learning. The author was interested to explore whether designed gestures (for gestural interfaces) affect thought. It was hypothesized that the use of congruent gestures helps construct better mental representations and mental operations to solve problems (Gestural Conceptual Mapping). There is also evidence that physical manipulation of objects can benefit cognition and learning; it was therefore also hypothesized that manipulating objects through direct touch on the screen supports performance. These hypotheses were addressed by observing children's performance in arithmetic and numerical estimation. Arithmetic is a discrete task, and should be supported by discrete rather than continuous actions. Estimation is a continuous task, and should be supported by continuous rather than discrete actions. Children used either a gestural interface (multi-touch, e. g., iPad) or a traditional mouse interface. The actions either mapped congruently to the cognition (continuous action for estimation and discrete action for arithmetic), or not. If action supports cognition, children who use continuous actions for estimation or discrete actions for addition should perform better than children for whom the action-cognition mapping is less congruent. In addition, if manipulating the objects by touching them directly on the screen could yield a better performance, children who use a touch interface should perform better than children who use a mouse interface. The results confirmed the predictions.
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Marjanovic, Matthew J. "Teaching an Old Robot New Tricks: Learning Novel Tasks via Interaction with People and Things." 2003. http://hdl.handle.net/1721.1/7108.
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As AI has begun to reach out beyond its symbolic, objectivist roots into the embodied, experientialist realm, many projects are exploring different aspects of creating machines which interact with and respond to the world as humans do. Techniques for visual processing, object recognition, emotional response, gesture production and recognition, etc., are necessary components of a complete humanoid robot. However, most projects invariably concentrate on developing a few of these individual components, neglecting the issue of how all of these pieces would eventually fit together. The focus of the work in this dissertation is on creating a framework into which such specific competencies can be embedded, in a way that they can interact with each other and build layers of new functionality. To be of any practical value, such a framework must satisfy the real-world constraints of functioning in real-time with noisy sensors and actuators. The humanoid robot Cog provides an unapologetically adequate platform from which to take on such a challenge. This work makes three contributions to embodied AI. First, it offers a general-purpose architecture for developing behavior-based systems distributed over networks of PC's. Second, it provides a motor-control system that simulates several biological features which impact the development of motor behavior. Third, it develops a framework for a system which enables a robot to learn new behaviors via interacting with itself and the outside world. A few basic functional modules are built into this framework, enough to demonstrate the robot learning some very simple behaviors taught by a human trainer. A primary motivation for this project is the notion that it is practically impossible to build an "intelligent" machine unless it is designed partly to build itself. This work is a proof-of-concept of such an approach to integrating multiple perceptual and motor systems into a complete learning agent.
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HUANG, SHU-CHUN, and 黃淑君. "The Implemented Effect of Embodied and Meaningful Teaching Materials on Under-Achievers: The Unit of Three-Dimensional Graphics on 5th Grade." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/kbxncu.
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碩士國立屏東大學
科普傳播學系數理教育碩士班
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The purposes of this research were to investigate the effects of the embodied and meaningful materials on assisting 5th graders in learning the unit of three-dimensional graphics. Action research was adopted as research method. The mathematics remedial instruction has been implemented by researcher, two-times per week for one month. According to the mathematics curriculum specifications to design pre-test, and chosen whose scores were in the lower 30% of the students were selected as our participants. The designed embodied and meaningful teaching materials was used to investigate the effects of remedial instruction for under-achievers. During remedial instruction, pre-test, post-test, postpone test, learning attitude questionnaire, students’interviews, teaching videos, and researcher’s reflection journals were collected for analyzing the effects of remedial instruction. The result from comparing the pre-test and post-test showed the greatly improvement on students’ performances. The postpone test also revealed that the students achieved the learning retention. In addition, the students’ learning motivation was promoted as well.This indicates that implementing embodied and meaningful teaching materials in the unit of three-dimensional graphics could improve under-achievers’ learning performance effectively.
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Steiger, Amy Lynn. "Actors as embodied public intellectuals: reanimating consciousness, community and activism through oral history interviewing and solo performance in an intertextual method of actor training." Thesis, 2006. http://hdl.handle.net/2152/3502.
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Dixon, Kerryn Leigh. "Literacy, power and the embodied subject: literacy learning and teaching in the foundation phase of a Gauteng primary school situated in the southern suburbs of Johannesburg." Thesis, 2008. http://hdl.handle.net/10539/4998.
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ABSTRACT
This study examines the relationship between literacy, power and the body in early schooling. It investigates how the ideal literate subject is constructed in policy documents and classroom practice. It also focuses specifically on how the reading subject and writing subject are constructed. The notion of transition underpins the research. Levels of self-regulation, and the continuities and shifts in literacy learning and teaching were tracked as children moved though ‘informal’ preschooling to more ‘formal’ schooling in the Foundation Phase. A preschool and a primary school in a working class Johannesburg suburb formed the research sites. A multiple case study design incorporated 5 classrooms from 4 grades: Grade 00, Grade 0, Grade 1 and Grade 3. Over a period of eighteen months the researcher was a participant observer using fieldnotes and videotape to record classroom interactions. This data was supplemented with policy documents, teacher interviews and classroom artefacts.
Foucault’s work on power, subjectivity, the body and space forms the theoretical centre of this research. His work on government and governmentality places the research in a political and educational context with a specific focus on the construction of national and individual subjectivities. The ideal literate subject constructed in the Revised National Curriculum (DoE 2002) is a critical and analytic reader and writer who will be a productive and responsible citizen. Findings show this is not taken up in schools. Rather, in school the ideal literate subject has a good vocabulary, writes neatly, spells correctly, and reads fluently with expression and comprehension. The emphasis on skills like decoding and encoding texts rather than meaning-making constructs a limited literate subject. An analysis of spatial and temporal organisation of classrooms reveals a difference between the preschool and primary school subject. The daily preschool routines work to create a communal subject which falls away in the primary school where the focus is on individual competence. There are greater movement flows in the preschool, and space is created for exploratory and pleasurable reading and writing. This shifts in the primary school as children are required to be silent ‘on-task’ subjects, confined to desks. There are high levels of surveillance and extensive bodily training to
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master writing. Levels of self-regulation decreased rather than increased which may point to inefficient use of space and time, and an over-reliance on skills-based tasks.
Finally, the literate subject need not be limited. It appears that greater knowledge of alternative approaches to reading and writing is needed. This would also require reassessing materials and activities. Collaborations need to be developed between preschool and primary teachers to enhance practices. Serious consideration should be given to understanding the impact space and time have on classrooms.
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Turley, Andrew C. "Reading the Game: Exploring Narratives in Video Games as Literary Texts." Thesis, 2018. http://hdl.handle.net/1805/18520.
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Indiana University-Purdue University Indianapolis (IUPUI)Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.
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Mathlener, Rinette. "Die problematiek van die begrip oneindigheid in wiskundeonderrig en die manifestasie daarvan in irrasionale getalle, fraktale en die werk van Escher." Diss., 2008. http://hdl.handle.net/10500/1927.
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Text in AfrikaansA study of the philosophical and historical foundations of infinity highlights the problematic development of infinity. Aristotle distinguished between potential and actual infinity, but rejected the latter. Indeed, the interpretation of actual infinity leads to contradictions as seen in the paradoxes of Zeno. It is difficult for a human being to understand actual infinity. Our logical schemes are adapted to finite objects and events. Research shows that students focus primarily on infinity as a dynamic or neverending process. Individuals may have contradictory intuitive thoughts at different times without being aware of cognitive conflict. The intuitive thoughts of students about both the actual (at once) infinite and potential (successive) infinity are very complex. The problematic nature of actual infinity and the contradictory intuitive cognition should be the starting point in the teaching of the concept infinity.
Educational Studies
M.Ed. (Mathematic Education)
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.