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Title: Embodying STEM: Learning at the intersection of Dance & STEM
This symposium addresses dance as a site for STEM learning. We present papers from five research projects that each sought to engage youth in embodied STEM learning using dance, exploring the power of creative embodied experiences and the body’s potential as an expressive tool and resource for learning. We show how dance activities expanded access to STEM and supported sense-making; how dancer and dance-making practices were leveraged to support computational thinking, modeling, and inquiry; and how moving bodies in creative ways helped to generate new insights by allowing for new perspectives. Across our work, we seek to understand the multiple, rich learning opportunities that emerge from working across the arts and sciences, dance and STEM. Together our research shows that attending to opportunities for STEM engagement and learning through dance practices can broaden access to learning and engagement in STEM for all.
Authors:
Editors:
de Vries, E.
Award ID(s):
1742257
Publication Date:
NSF-PAR ID:
10311172
Journal Name:
International Conference of the Learning Sciences
Volume:
1
Issue:
1
ISSN:
1573-4552
Sponsoring Org:
National Science Foundation
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    We argue computational play is a space of wonderment where iterative conversations with materials create opportunities for learners to author forms of transdisciplinary learning. Our results show how teachers and students can learn together in computational play, and we conclude this work can contribute to ongoing efforts in the design of professional and transdisciplinary learning environments focused on the intersections of materiality, play, and computation.

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