Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation

Abstract

The present study contributes to the understanding of physics students’ representational competence by examining specific bodily practices (e.g. gestures, enactment) of students’ interaction and constructions of representations in relation to a digital learning environment. We present and analyse video data of upper-secondary school students’ interaction with a GeoGebra simulation of friction. Our analysis is based on the assumption that, in a collaborative learning environment, students use their bodies as means of dealing with interpretational problems, and that exploring students’ gestures and enactment can be used to analyse their sensemaking processes. This study shows that specific features of the simulation—features connected with microscopic aspects of friction—triggered students to ask what-if and why questions and consequently, to learn about the representation. During this sense-making process, students improvised their own representations to make their ideas more explicit. The findings extend current research on students’ representational competence by bringing attention to the role of students’ generation of improvised representations in the processes of learning with and about representations.