具身认知
对话的
空格(标点符号)
科学教育
数学教育
社会学
教育学
认识论
心理学
计算机科学
哲学
操作系统
标识
DOI:10.1080/02635143.2024.2328766
摘要
Background This special issue offers a substantial contribution to the field, outlining how materiality and embodiment offer insights into science learning with respect to argumentation, use of diagrams and gestures to understand abstract concepts, the role of materiality in digital learning and the importance of material and embodied interactions in investigations, plurilingual settings and in the positioning and identities of learners of science.
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