ABSTRACT

Background

Physics is often presented as disembodied, separating learners from opportunities to utilize their bodies as sense-making resources. By ignoring issues of body, ethnicity and culture, these framings limit access to physics for many, including Black girls, who struggle to gain access to physics. Studying the situated, embodied cultural practices of Black girls in physics learning environments provides a window into the range of resources available for physics exploration and illuminates possibilities for culturally relevant physics pedagogies.

Methods

We engaged in micro-ethnographic analysis of video of youth actions and interactions during collaborative activities that combined dance and dance-making practices with physics content.

Findings

Our findings show how (1) dance offered an embodied lens for physics investigation; (2) positioning movement as inquiry gave dancers access to an expanded vocabulary for sense-making; and (3) dance provided opportunities to bring in social and cultural resources as critical funds of knowledge.

Contributions

This article expands the view of funds of knowledge by reintroducing the body, movement, and embodied interaction as resources for learning and engagement and offers an expanded view of physics sense-making that includes cultural embodied resources and foregrounds Black girls, whose voices and experiences are often left out of learning research.

中文翻译：

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具身物理：利用舞蹈资源学习和参与 STEM

摘要

背景

物理学经常被呈现为无实体的，将学习者与将身体用作意义创造资源的机会分开。通过忽略身体、种族和文化问题，这些框架限制了许多人接触物理，包括努力接触物理的黑人女孩。在物理学习环境中研究黑人女孩所处的、具体化的文化实践为了解可用于物理探索的资源范围提供了一个窗口，并阐明了与文化相关的物理教学法的可能性。

方法

我们在将舞蹈和舞蹈制作实践与物理内容相结合的协作活动中，对青年行动和互动的视频进行了微观民族志分析。

发现

我们的研究结果表明（1）舞蹈如何为物理研究提供了一个具体的镜头；(2) 将动作定位为探究使舞者能够获得扩展的词汇来进行意义建构；(3) 舞蹈提供了将社会和文化资源作为重要知识资金引入的机会。

贡献

本文通过重新引入身体、运动和具身互​​动作为学习和参与的资源，扩展了知识基金的观点，并提供了物理意义构建的扩展视图，其中包括文化具身资源和前景黑人女孩，她们的声音和经历是经常被排除在学习研究之外。