As students learn physics, they are often required to reason about the behavior of macroscopic and microscopic phenomena, and to synthesize prior knowledge from several different areas of physics to construct understanding of new ideas. This can be a tremendously difficult cognitive task for novice students, especially when the unfamiliar phenomena described are potentially microscopic or abstract. Therefore, it can be very helpful for physics instructors to develop and employ pedagogical techniques that help students to visualize and to reason productively about these concepts. A particularly effective strategy uses kinesthetic learning activities (KLAs).
REFERENCES
1.
AJ
Richards
, “Teaching mechanics using kinesthetic learning activities
,” Phys. Teach.
57
, 35
(Jan.
2019
).2.
B. A.
Whitworth
, J. L.
Chiu
, and R. L.
Bell
, “Kinesthetic investigations in the physics classroom
,” Phys. Teach.
52
, 91
–93
(Feb.
2014
).3.
E.
Mylott
, J.
Dunlap
, L.
Lampert
, and R.
Widenhorn
, “Kinesthetic activities for the classroom
,” Phys. Teach.
52
, 525
–528
(Dec.
2014
).4.
P.
Aubusson
, S.
Fogwill
, R.
Barr
, and L.
Perkovic
,“What happens when students do simulation-role-play in science?
” Res. Sci. Educ.
27
(4
), 565
–579
(1997
).5.
A. G.
Harrison
and D. F.
Treagust
, “A typology of school science models
,” Int. J. Sci. Educ.
22
(9
), 1011
–1026
(2000
).6.
P. A.
Sivilotti
and S. M.
Pike
, “The suitability of kinesthetic learning activities for teaching distributed algorithms
,” ACM SIGCSE Bull.
39
(1
), 362
–366
(2007
).7.
C. C.
Bonwell
, “Enhancing the lecture: Revitalizing a traditional format
,” New Dir. Teach. Learn.
1996
(67
), 31
–44
(1996
).8.
A.
Begel
, D. D.
Garcia
, and S. A.
Wolfman
, “Kinesthetic learning in the classroom
,” ACM SIGCSE Bull.
36
(1
), 183
–184
(March
2004
).9.
S.
Greenspoon
, “A consistent vector approach to teaching introductory mechanics
,” Phys. Educ.
36
(1
), 58
(2001
).10.
A.
Honigsfeld
and R.
Dunn
, “Learning-style responsive approaches for teaching typically performing and at-risk adolescents
,” The Clearing House: A Journal of Educational Strategies, Issues and Ideas
82
(5
), 220
–224
(2009
).11.
M. R.
Lepper
and D. I.
Cordova
, “A desire to be taught: Instructional consequences of intrinsic motivation
,” Motivation and Emotion
16
(3
), 187
–208
(1992
).12.
O.
Astrachan
, “Concrete teaching: Hooks and props as instructional technology
,” ACM SIGCSE Bull.
30
(3
), 21
–24
(1998
).13.
K.
Anewalt
, “Making CS0 fun: An active learning approach to using toys, games, and Alice
,” J. Comp. Sci. Coll.
23
(3
), 98
–105
(Jan. 2008
).15.
A. R.
Daane
, L.
Wells
, and R. E.
Sherr
, “Energy theater
,” Phys. Teach.
52
, 291
(April
2014
).16.
PhET Simulation: Battery-Resistor Circuit
(Physics Education Technology Project
, Boulder
, 2006
), https://phet.colorado.edu/en/simulation/battery-resistor-circuit.17.
AJ
Richards
and E.
Etkina
, “Kinaesthetic learning activities and learning about solar cells
,” Phys. Educ.
48
(5
), 578
–585
(Sept.
2013
).© 2020 American Association of Physics Teachers.
2020
American Association of Physics Teachers
AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.
