constructivism embodied cognition enacti

7/25/2019 Constructivism Embodied Cognition Enacti

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AERA 2010 Conference:

Constructivism + Embodied Cognition = Enactivism:

Theoretical and Practical Implications for Conceptual Change

Douglas L. Holton

Utah State University

oug.holton!usu.eu

Objectives

"he o#$ective of this %a%er is to e&%lore s%ecific theoretical an %ractical i'%lications of recent

research on e'#oie cognition an enactivis' for the esign of effective learning environ'ents(

es%ecially those targeting conce%tual change. "he ulti'ate goal is to illustrate ho) enactivis' ane'#oie cognition can hel% 'eet the criteria that often efinescientific progress*Lauan( 1+,,-( for

the %ur%ose of avancing eucational research an evelo%'ent an constructivist theory. a'ely(

e'#oie cognition an enactivis' 'ay:

e&%lain s%ecific ano'alies an inconsistencies in the ata fro' e&%eri'ental research on

conce%tual change an learning suggest #riges for theoretical ivies in conce%tual change research */osniaou( 200,-

suggest innovative ne) instructional techniues

e&%lain %reviously une&%laine yet successful learning strategies an techniues

re'ove the nee for certain theoretical constructs

an( %rovie a ne) founation for e&isting theories of learning an cognition that suggests ne)lines of e'%irical research

Theoretical Frameor!

Research on e'#oie cognition an the theory of enactivis' have foun that sensory #ehavior ancognition are connecte( if not inse%ara#le *i##s( 2003 4iverstein 5 Clar6( 200+3 ango%ahyay 5

4iverstein( 200+-. "he i'%lications of this research have #een )ell e&%lore in other fiels such as

cognitive science( linguistics( hu'an7co'%uter interaction( evelo%'ental %sychology( 'athe'atics(#iology( artificial intelligence( history( an even %hiloso%hy an la). "he i'%lications have not #een

e&%lore as 'uch in eucation( ho)ever( )ith the e&ce%tion of 'ath eucation. "his %a%er e&%lores

the i'%lications of enactivis' for constructivist theory( an the i'%lications of e'#oie cognition

research for theories an research on conce%tual change.

Constructivism

Constructivis'( as es%ouse #y such researchers an theorists as 8ean 9iaget an Ernst von lasersfel(has o'inate eucational research an %ractice for over 20 years. n this theory( learning is

consiere an active %rocess in )hich a learner constructs his or her o)n su#$ective 6no)lege.Learners acco''oate an assi'ilate ne) 6no)lege into their e&isting 6no)lege #ase.

So'e of the ne) ieas( %ositive contri#utions( an i'%lications of the constructivist )orlvie) for

eucation inclue:

"eaching an learning #eco'e 'ore stuent7centere. Learning oes not auto'atically ha%%en

)hen infor'ation is %resente to a stuent.


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Eucation #eco'es 'ore hu'ani;e. Stuents are not $ust 'achines to #e %rogra''e.


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"elation beteen enactivism and constructivism

Kne of the founers of enactivis'( Hu'#erto aturana( has long #een a colleague of Ernst vonlasersfel( )ho evelo%e the raical constructivist %ers%ective( an in fact aturana is on the

avisory #oar of the Constructivist Foundations$ournal )hich has %u#lishe articles on enactivis'

*cee( 200( 2003 4enny( 200,-. 9roul& *200- has suggeste that one 'ight vie) enactivis' as ane&tension of constructivis'( although there are significant ifferences( as )ell.

Enactivis'. n enactivis'( thin6ing an cognition aregroundedin #oily actions: *Jegg( 2000-. As Rei *1++- notes in istinguishing

constructivis' fro' enactivis'(


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esigning newenactive an e'#oie interfaces for instruction( such as 'icroco'%uter7#ase

la#s an sensors *esci#e further #elo)-( rather than al)ays #eing in a reactive( consu'er

'oe )ith res%ect to ne) technologies.

Enactivis' an e'#oie cognition( li6e constructivis' an cognitive research( are not evoi of real

an %otential criticis's an li'itations( ho)ever.

9otential criticis's( li'itations of( or constraints on enactivis' an e'#oie cognition for eucation.

"here are 'any notions an e&a'%les that stretch the notion of 7 incluing FD

avatars( %hysical actions( %resence( social e'#oi'ent( an issues of gener an ientity.?ilson *2002- iscusses several relate #ut iffering vie)s on e'#oie cognition( an 'any

lu'% together situate cognition an istri#ute or e&tene cognition )ith e'#oie

cognition( as )ell.

Kne 'ust #e careful of oversi'%lifying a%%lications of e'#oie cognition or enactivis' to the

esign of learning environ'ents. E'#oi'ent oes not si'%ly or only #oil o)n to techniues

such as using anthro%o'or%hic re%resentations *such as %eagogical agents-( 'a6ing so'ething

using gestures( or #eing %hysically active uring learning an teaching.

n fact


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research stuies inclue research on cognitive loa theory( )hich itself )as altere to a the conce%t

of =ger'ane= cognitive loa after ano'alous ata e'erge. Atte'%ts to a%%ly sy'#olic( infor'ation

%rocessing cognitive 'oels to this ata has 'et certain li'itations )hich 'ay #e overco'e #y the

a%%lication of e'#oie cognition.

*ridging Theoretical (ivides "evisiting Old Theories

/arious theoretical is%utes an argu'ents e&ist in the eucation research literature( as )ell.

So'eti'es the co'%eting 'oels 'ay not have consierations of e'#oi'ent )hich coul %rovie

ne) insights. Also( so'eti'es eucational an cognitive theories fall out of favor 'ore #ecause of theirage or #ecause they lac6 a grouning that e'#oie cognition an enactivis' 'ight hel% %rovie.

Conce%tual change theories. ")o o'inant( yet co'%eting %ers%ectives on the nature of conce%tualchange an stuents= intuitive 6no)lege have e'erge over the last F0 years. isconce%tions theory(

as re%resente #y icheline Chi( an %7%ri's theory *-( as re%resente #y Any

iSessa. "u'inaro *2002- %rovies a succinct su''ary of the t)o %ers%ectives:


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E'#oie cognition research can also hel% e&%lain other e&isting instructional strategies an

techniues that have #een successful.

icroco'%uter7#ase la#oratories *JL- an gra%hs of 'otion. JL involves the use of sensorsconnecte to a co'%uter( such as istance( 'otion( an te'%erature sensors. "he co'%uter gra%hs an

analy;es the ata fro' the sensors in real ti'e. or e&a'%le( stuent 'ay 'ove a toy car #ac6 an

forth along a trac6( )hile a co'%uter instantly is%lays a gra%h of the car@s %osition or velocity oracceleration #y inter%reting the ata fro' an o%tical istance sensor %ointe at the car. ro' such an

activity( a stuent 'ay evelo% a or a %ers%ective on ho) the co'%uter is

inter%reting the 'otion of the o#$ect an translating it into a gra%h *e'irovs6y( "ierney( 5 ?right(1++-. Stuents often have 'isconce%tions a#out gra%hs of 'otion( such as confusing slo%e )ith

height or inter%reting a gra%h as a %icture of the 'otion it re%resents( i.e.( #elieving that a gra%h line

goes u% an then o)n li6e a hill e%icts the 'otion of an o#$ect going u% an over a hill *Cle'ent(1++-. Net after only a 'atter of 'inutes interacting )ith a 'icroco'%uter7#ase la#( stuents 'ay

sho) 'ar6e i'%rove'ents in their gra%h inter%retation s6ills *Jrasell( 1+,-. Jrasell@s stuy also

sho)e that a grou% of stuents )ho ha JL fee#ac6 elaye a 'ere 207F0 secons sho)e 'uch

i'inishe %erfor'ance co'%are to stuents )ho receive i''eiate fee#ac6. "he real7ti'efee#ac6 alone though oes not co'%letely e&%lain the re'ar6a#le learning effects. An alternate

techniue to JL is interactive vieo instruction */-( in )hich a vieo of the 'otion of an o#$ect is

sho)n in real7ti'e an lin6e to a gra%h of the o#$ect@s 'otion. "his techniue oes not sho) thelearning avantages that JL sho)s( ho)ever. Jeichner states that )ith /(


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n an e&a'%le of a %artici%atory si'ulation( a class of tenth grae #iology stuents each )ore

'icro%rocessors 6no)n as "hin6ing "ags evelo%e at the " eia La# *Colella( 2000-. "hese

e'#ee co'%uters containe infrare trans'itters an receivers an a is%lay containing a nu'#er%a an five #icolor LEDs. "hrough grou% activities )ith these evices( a teacher coul si'ulate the

s%rea of a virus )ith the stuents. A certain stuent@s co'%uter 'ay initially #e )ith the

virus( an stuents )ho co'e in contact )ith that stuent 'ay also #e infecte. ?ilens6y an Strou%*1+++- have also conucte %artici%atory si'ulations of traffic %atterns using net)or6e calculators

instea of "hin6ing "ags.

Research )ith %artici%atory si'ulations is only in initial %hases( #ut stuents a%%ear to have a high

level of engage'ent )ith the e&%erience an collect evience an for' hy%otheses a#out the

unerlying rules of the si'ulation. "his research has only #een concerne )ith one ty%e of syste'(ho)ever( ecentrali;e syste's. n this ty%e of syste' 'any si'ilar or ientical agents act

ine%enently of one another( an the unerlying rules governing #ehavior 'ay #e very si'%le

although the resulting %atterns of #ehavior 'ay #e very co'%le&. 9artici%atory si'ulations hel%

stuents graually iscover the si'%le rules unerlying co'%le& syste's( #ut learning a#outecentrali;e syste's can also #e facilitate )ithout the use of co'%uters. n another version of the

si'ulation of a virus s%rea( stuents are each given a s'all cu% of clear liui( one of )hich is

)ith the #ase co'%oun soiu' hyro&ie. After 'i&ing liuis )ith one another( stuentstest their o)n cu% of flui )ith lit'us %a%er to iscover )ho has #een conta'inate )ith the #ase

*Ha''er( 2001-. "he use of "hin6ing "ags an net)or6e calculators can hel% i'%rove the s%ee an

%recision of a %artici%atory si'ulation of a ecentrali;e syste'( #ut %artici%atory si'ulations cansu%%ort learning a#out %hysical syste's in )hich ifferent co'%onents o not #ehave so

ine%enently( as )ell. have la#ele the latter as #eing connecte to

'anual %rocesses of transfor'ing o#$ects an e'#oie conce%ts.


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Kther e&isting techniues. "he list of e&isting techniues that coul %erha%s #e #etter e&%laine #y

a%%ealing to conce%ts fro' e'#oie cognition an enactivis' is too long to revie) here. So'e 'ight

inclue the ontessori 'ethos *Lillar( 200-( effective interactions via gestures

*olin7eao)( 200F3 9o;;er7Arenghi 5 Roth( 200-( reaing strategies for young chilren*len#erg et al.( 200M-( an techniues in various su#7o'ains such as 'usic eucation *Antle et al.(

200+-.

Innovative -e Instructional Techni#ues

n the first t)o e&a'%les a#ove( JL an %artici%atory si'ulations( there is one li'itation: the'a%%ing #et)een actions an conce%ts is usually very literal( irect( an s%atially iso'or%hic. "hese

are concrete'a%%ings of actions to conce%ts. Ho)ever( as La6off an 8ohnson an others have sho)n(

even the 'ost a#stract of conce%ts have an e'#oie #asis( incluing even those in 'ath an%hiloso%hy *8ohnson( 1++03 La6off 5 ue;( 20013 La6off 5 8ohnson( 1+++-. Kne oes not nee to

li'it the a%%lications of e'#oie action or #oily 'otion to literal conce%ts that 'a% irectly an

concretely as in the e&a'%les a#ove. Kne can utili;e e'#oi'ent for hel%ing to teach( e&%lain( or

unerstan a#stract conce%ts( es%ecially those that are often not co'%letely or accurately escri#e #yvisuali;ations or )ors alone.

Enactive 'oeling an user7controlla#le iagra's an ani'ations. n %revious research haveescri#e the techniue of enactive modeling( in )hich a stuent oes not 'erely o#serve a yna'ic

syste'( #ut ta6es over the role of one of the ele'ents an re7enacts an controls its #ehavior( o#serving

the effects on the rest of the syste'. "his an relate instructional strategies have %roven 'oreeffective than traitional instruction using static iagra's( ani'ations( or ver#alGoral escri%tions. n

one stuy( stuents too6 on the role of the voltage source. "his allo)e the' to ta6e a voltage7centere

%ers%ective on circuit #ehavior *as e&%erts o- an enact ifferent circuit #ehaviors irectly( such as

voltage #ac6 an forth to si'ulate AC circuits an see the effects of voltage freuency ana'%litue in circuits )ith ifferent configurations an co'%onents such as inuctors an ca%acitors.

Action7uner7constraint. "here is a %otentially 'ore generali;a#le instructional esign strategy thanthe ones a#ove( ins%ire #y e'#oie cognition an enactivis'. t is not ones actions %er se that one

learns )hen interacting in a learning environ'ent( #ut the constraints on our actions that )e

in the /ygots6ian sense. An this assu'es that the constraints on action are aligne )iththe constraints of the syste' or conce%ts #eing learne. "his is not al)ays the case( ho)ever( an 'ay

e&%lain certain ineffective %ractices an 'isconce%tions. An e&a'%le using the

%ro#le' fro' conce%tual change research is escri#e #elo). "his fra'e)or6 can #e #oile o)n to a strategy that is an e&tension of the instructional 'a&i' fro'

cognitive an constructivist research 6no)n as

strategy. "he ne)( e'#oie( t)ist on that strategy is to

a6ing so'ething visi#le is so'eti'es( #ut not al)ays( enough to let stuents ins%ect a 'oel orsyste' an unerstan its constraints. a6ing so'ething visi#le and'ani%ula#le( ho)ever( can often

#etter facilitate conce%tual unerstaning( es%ecially stuents )ith lo)er s%atial an visuali;ation

a#ilities.

Conclusions

E'#oie cognition research an enactivis' 'ay serve as a ne) founation for research on

conce%tual change an constructivist7ins%ire learning environ'ents. o not #elieve this involves

thro)ing out or su%erseing constructivist theories at all. "here 'ay even #e an o%%ortunity for


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evelo%ing a 'oel for instructional esign that can fin connections or situations in

)hich either or 'ulti%le #ehaviorist( cognitivist( an constructivist instructional strategies 'ay #e

a%%ro%riate. "his is ue to the fact that e'#oie cognition #rings #ac6 the #a#y *e'#oie actions-

that )as thro)n out )ith the #ath )ater *#lac6 #o& sti'ulus7res%onse 'oels- uring the cognitiverevolution )hich re$ecte theories fro' the #ehaviorist era *Jyrne( 1++M-. "his oesn=t 'ean

#ehavioris' is #ac6 or that e'#oie cognition an enactivis' are the sa'e thing as #ehavioris'(

ho)ever. 9roul& *200M- has iscusse the ifferences #et)een enactivis' an #ehavioris' in 'oreetail.

,ignificance of this .or!

"his %a%er %rovies s%ecific e&a'%les an clear theoretical suggestions to hel% other

eucational researchers an evelo%ers create 'ore effective learning environ'ents that fosterconce%tual change. e) lines of research an theoretical inuiry ins%ire #y e'#oie cognition an

enactivis' coul further i'%rove stuent learning an teacher training.

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