ABSTRACT
Although desktop simulations can be useful in representing scientific phenomena during inquiry activities, they do not allow students to embody or contextualize the spatial aspects of those phenomena. One learning technology that does attempt to combine embodiment and grounded experience to support learning in science is Embedded Phenomena. The objective of this research was to investigate the effectiveness of a classroom-based Embedded Phenomena activity for learning in geoscience, and to investigate whether individual differences in spatial skills had an impact on the effectiveness. The simulated scientific phenomenon was earthquakes, and 44 fifth grade (10-year old) students learned from a unit containing both content instruction and simulations. In the embedded condition, 15 earthquake events were simulated within the classroom space and students enacted the computation of epicenters with strings and their bodies. Students in the non-embedded condition received the same content instruction and did the same activities, but the epicenter computations were done with maps instead of with students' bodies. Students in the embedded condition showed greater learning gains overall. Further, the Embedded Phenomena activity attenuated the effect of individual differences in spatial skills on learning in science such that low spatial individuals performed as well as high spatial individuals in the embedded condition.
