Using conceptual blending to describe emergent meaning in wave propagation

Details Using conceptual blending to describe emergent meaning in wave propagation Using conceptual blending to describe emergent meaning in wave propagation

2010-08-02

arxiv.org/abs/1008.0216v1

Physics

Physics Education

8 pages, 5 figures, published in the conference proceedings of the 2010 International Conference of the Learning Sciences

Scientific paper

Students in interviews on a wave physics topic give answers through embodied actions which connect their understanding of the physics to other common experiences. When answering a question about wavepulses propagating along a long taut spring, students' gestures help them recruit information about balls thrown the air. I analyze gestural, perceptual, and verbal information gathered using videotaped interviews and classroom interactions. I use conceptual blending to describe how different elements combine to create new, emergent meaning for the students and compare this to a knowledge-in-pieces approach.

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