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ETD McKim CWRU.pdf (800.04 KB)

ETD Abstract Container

Abstract Header

The Missing Piece: Enactment in Revealing and Redirecting Student Prior Knowledge Can Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?

McKim, Alison
http://orcid.org/0000-0003-2268-4258
http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920

Abstract Details

2015, Master of Arts, Case Western Reserve University, Cognitive Linguistics.
Research in cognitive science demonstrates that enactment is beneficial for encoding new information and retrieving prior knowledge. This study highlights the reciprocal relationship between enactment and prior knowledge as it benefits both teachers and learners. This thesis argues that enactment can be used to gain insight into students’ prior knowledge in a way that verbal assessment may not. This thesis also argues that an enacted lesson informed by student prior knowledge will lead to greater learning than an enacted lesson not informed by prior knowledge. Sample lessons of both conditions are included. Results of this study have implications in the fields of education and educational research. This introductory study provides a basis for future studies involving but not limited to the topics of enactment and affect, enactment in learning and enactment in assessing prior knowledge.
Fey Parrill (Committee Chair)
Vera Tobin (Committee Member)
Mark Turner (Committee Member)
80 p.
Aesthetics; Behavioral Psychology; Behavioral Sciences; Cognitive Psychology; Cognitive Therapy; Communication; Curriculum Development; Early Childhood Education; Education; Education Philosophy; Educational Tests and Measurements; Educational Theory; Mathematics Education; Middle School Education; Plant Biology; Science Education; Social Studies Education; Sociolinguistics; Special Education; Teacher Education; Teaching; Vocational Education
enactment; encoding; embodied cognition; mental simulation; gesture; education; experiential learning; mental models; student conception; assessment; emotional reinstatement; affect; cognitively compatible; body-based learning; curriculum development; transpiration

Recommended Citations

Citations

  • McKim, A. (2015). The Missing Piece: Enactment in Revealing and Redirecting Student Prior Knowledge Can Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning? [Master's thesis, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920

    APA Style (7th edition)

  • McKim, Alison. The Missing Piece: Enactment in Revealing and Redirecting Student Prior Knowledge Can Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning? . 2015. Case Western Reserve University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

    MLA Style (8th edition)

  • McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior Knowledge Can Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning? ." Master's thesis, Case Western Reserve University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920

    Chicago Manual of Style (17th edition)

case1428067920
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© 2015, some rights reserved.Creative Commons License The Missing Piece: Enactment in Revealing and Redirecting Student Prior Knowledge Can Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning? by Alison McKim is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.