The Thinking Body In/Of Multimodal Engineering Literacy
Studies show that engineering is particularly suited for students traditionally experiencing difficulties in science, technology, engineering, and mathematics (STEM) subjects-including those marked learning disabled-because it supports literacy in its different manifestations (i.e., across modes). T...
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| Published in | Theory into practice Vol. 56; no. 4; pp. 255 - 262 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Columbus
Routledge
02.10.2017
Taylor & Francis, Ltd Ohio State University, College of Education |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0040-5841 1543-0421 |
| DOI | 10.1080/00405841.2017.1389218 |
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| Abstract | Studies show that engineering is particularly suited for students traditionally experiencing difficulties in science, technology, engineering, and mathematics (STEM) subjects-including those marked learning disabled-because it supports literacy in its different manifestations (i.e., across modes). This article addresses this topic, building on the late Vygotsky's premise that activity is the origin of consciousness. In Vygotsky's approach, there are no underlying conceptions and schema that drive human communication-because thought does not precede and instead becomes in communication-and the different communicative modes (speaking, gesturing, doing) are but manifestations (attributes) of a thinking body. |
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| AbstractList | Studies show that engineering is particularly suited for students traditionally experiencing difficulties in science, technology, engineering, and mathematics (STEM) subjects—including those marked learning disabled—because it supports literacy in its different manifestations (i.e., across modes). This article addresses this topic, building on the late Vygotsky’s premise that activity is the origin of consciousness. In Vygotsky’s approach, there are no underlying conceptions and schema that drive human communication—because thought does not precede and instead becomes in communication—and the different communicative modes (speaking, gesturing, doing) are but manifestations (attributes) of a thinking body. |
| Audience | Grade 6 |
| Author | Roth, Wolff-Michael |
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| References | Il’enkov E. V. (CIT0006) 1977 CIT0010 Vygotsky L. S. (CIT0019) 1989; 27 CIT0001 CIT0012 CIT0023 Mikhailov F. (CIT0007) 1980 CIT0011 CIT0022 Vygotsky L. S. (CIT0021) 1997 Vološinov V. N. (CIT0017) 1930 CIT0003 CIT0014 CIT0002 CIT0013 Vygotsky L. S. (CIT0018) 1987 CIT0005 CIT0016 CIT0004 CIT0015 CIT0009 CIT0008 Vygotsky L. S. (CIT0020) 1994 |
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| Title | The Thinking Body In/Of Multimodal Engineering Literacy |
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