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written by Jonte Bernhard
Human cognition cannot be properly understood if we do not take the use of tools into account. The English word cognition stems from the Latin "cognoscere," meaning "to become acquainted with" or "to come to know." Following the original Latin meaning we should not only study "what happens in the head" if we want to study cognition. Experientially based perspectives, such as pragmatism, phenomenology, phenomenography, and activity theory, stress that we should study person-world relationships. Technologies actively shape the character of human-world relationships. An emergent understanding in modern cognitive research is the co-evolution of the human brain and human use of tools and the active character of perception. Thus, I argue that we must analyze the role of technologies in physics education in order to realize their full potential as tools for learning, and I will provide selected examples from physics learning environments to support this assertion.
Physics Education Research Conference 2007
Part of the PER Conference series
Greensboro, NC: August 1-2, 2007
Volume 951, Pages 45-48
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Technology
Education - Basic Research
- Cognition
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Upper Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1063/1.2820943
Access Rights:
Limited free access and
Available by subscription and
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Restriction:
© 2007 2007 American Institute of Physics.
DOI:
10.1063/1.2820943
PACS:
01.40.Fk 01.40.Ha 01.70.+w
Keywords:
PERC 2007, activity theory, cognition, education, learning by example, phenomenography, phenomenology, philosophical aspects, physics, pragmatism
Record Cloner:
Metadata instance created June 3, 2009 by Jenny Rempel
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
November 12, 2007
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Record Link
AIP Format
J. Bernhard, presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9044&DocID=1974).
AJP/PRST-PER
J. Bernhard, Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9044&DocID=1974>.
APA Format
Bernhard, J. (2007, August 1-2). Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education. Paper presented at Physics Education Research Conference 2007, Greensboro, NC. Retrieved August 22, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9044&DocID=1974
Chicago Format
Bernhard, Jonte. "Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education." Paper presented at the Physics Education Research Conference 2007, Greensboro, NC, August 1-2, 2007. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9044&DocID=1974 (accessed 22 August 2014).
MLA Format
Bernhard, Jonte. "Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education." Physics Education Research Conference 2007. Greensboro, NC: 2007. 45-48 Vol. 951 of PER Conference. 22 Aug. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9044&DocID=1974>.
BibTeX Export Format
@inproceedings{ Author = "Jonte Bernhard", Title = {Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education}, BookTitle = {Physics Education Research Conference 2007}, Pages = {45-48}, Address = {Greensboro, NC}, Series = {PER Conference}, Volume = {951}, Month = {August 1-2}, Year = {2007} }
Refer Export Format

%A Jonte Bernhard
%T Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education
%S PER Conference
%V 951
%D August 1-2 2007
%P 45-48
%C Greensboro, NC
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9044&DocID=1974
%O Physics Education Research Conference 2007
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Bernhard, Jonte
%D August 1-2 2007
%T Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education
%B Physics Education Research Conference 2007
%C Greensboro, NC
%V 951
%P 45-48
%S PER Conference
%8 August 1-2
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9044&DocID=1974


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Humans, Intentionality, Experience and Tools for Learning: Some Contributions from Post-cognitive Theories to the Use of Technology in Physics Education:


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