Embodied design: constructing means for constructing meaning |
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| Authors: | Dor Abrahamson |
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| Institution: | (1) Graduate School of Education, University of California, Berkeley, 4649 Tolman Hall, Berkeley, CA 94720-1670, USA |
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| Abstract: | Design-based research studies are conducted as iterative implementation-analysis-modification cycles, in which emerging theoretical
models and pedagogically plausible activities are reciprocally tuned toward each other as a means of investigating conjectures
pertaining to mechanisms underlying content teaching and learning. Yet this approach, even when resulting in empirically effective
educational products, remains under-conceptualized as long as researchers cannot be explicit about their craft and specifically
how data analyses inform design decisions. Consequentially, design decisions may appear arbitrary, design methodology is insufficiently
documented for broad dissemination, and design practice is inadequately conversant with learning-sciences perspectives. One
reason for this apparent under-theorizing, I propose, is that designers do not have appropriate constructs to formulate and
reflect on their own intuitive responses to students’ observed interactions with the media under development. Recent socio-cultural
explication of epistemic artifacts as semiotic means for mathematical learners to objectify presymbolic notions (e.g., Radford,
Mathematical Thinking and Learning 5(1): 37–70, 2003) may offer design-based researchers intellectual perspectives and analytic tools for theorizing design improvements as responses
to participants’ compromised attempts to build and communicate meaning with available media. By explaining these media as
potential semiotic means for students to objectify their emerging understandings of mathematical ideas, designers, reciprocally,
create semiotic means to objectify their own intuitive design decisions, as they build and improve these media. Examining
three case studies of undergraduate students reasoning about a simple probability situation (binomial), I demonstrate how
the semiotic approach illuminates the process and content of student reasoning and, so doing, explicates and possibly enhances
design-based research methodology.
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| Keywords: | Cognition Reasoning Problem solving Semiotics Gesture Multimodality Probability Binomial Combinatorial analysis Outcome distribution ProbLab Media Computer Model Simulation College |
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