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DeSutter D, Stieff M. Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics. Cogn Res Princ Implic. 2017;2(1):22doi: 10.1186/s41235-016-0039-y.
DeSutter, D., & Stieff, M. (2017). Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics. Cognitive research: principles and implications, 2(1), 22. https://doi.org/10.1186/s41235-016-0039-y
DeSutter, D, and Stieff, M. "Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics." Cognitive research: principles and implications vol. 2,1 (2017): 22. doi: https://doi.org/10.1186/s41235-016-0039-y
DeSutter D, Stieff M. Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics. Cogn Res Princ Implic. 2017;2(1):22. doi: 10.1186/s41235-016-0039-y. Epub 2017 Mar 20. PMID: 28386586; PMCID: PMC5359370.
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Cogn Res Princ Implic. 2017;2(1):22. doi: 10.1186/s41235-016-0039-y. Epub 2017 Mar 20.

Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics.

Cognitive research: principles and implications

D DeSutter, M Stieff

Affiliations

  1. Department of the Learning Sciences, University of Illinois-Chicago, Chicago, IL 60607 USA.

PMID: 28386586 PMCID: PMC5359370 DOI: 10.1186/s41235-016-0039-y

Abstract

Spatial thinking is a vital component of the science, technology, engineering, and mathematics curriculum. However, to date, broad development of learning environments that target domain-specific spatial thinking is incomplete. The present article visits the problem of improving spatial thinking by first reviewing the evidence that the human mind is embodied: that cognition, memory, and knowledge representation maintain traces of sensorimotor impressions from acting and perceiving in a physical environment. In particular, we review the evidence that spatial cognition and the ways that humans perceive and conceive of space are embodied. We then propose a set of design principles to aid researchers, designers, and practitioners in creating and evaluating learning environments that align principled embodied actions to targets of spatial thinking in science, technology, engineering, and mathematics.

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