[论文解读] Classical physics and human embodiment: The role of contemplative practice in integrating formal theory and personal experience in the undergraduate physics curriculum

Zosia Krusberg, Meredith J. Ward|arXiv (Cornell University)|Apr 16, 2018

Neuroscience, Education and Cognitive Function参考文献 26被引用 4

一句话总结

本研究将两种沉思练习——感官冥想与沉思影像创作——引入本科物理课程，以弥合正式理论与个人具身经验之间的鸿沟。学生报告称，其感官觉知、身体具身感、内在动机以及好奇心均有所增强，许多人突然意识到日常生活中的物理原理，表明沉思练习能够逆转教学后学生对物理相关性感知的下降趋势。

ABSTRACT

One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between the fundamental principles of classical physics and their personal experience. Nonetheless, numerous studies have shown that students' awareness of such connections tends to deteriorate, sometimes substantially, following instruction. In this work, which constitutes the first analysis of the effects of contemplative practices on the learning experience in undergraduate physics courses, we present two practices aimed at integrating formal theory with students' personal, embodied experience: a sensory meditation and a contemplative videography. In written reflections on their experiences with the practices, the students expressed suddenly becoming aware of countless manifestations of formal physics principles in their surroundings, in an important step toward establishing firm connections between the abstract and the experiential. Furthermore, the students reported experiencing a sense of physical embodiment, heightened sensory awareness, somatic relaxation, and mental stillness, in significant contrast to their typical experience. Students also described experiencing insight about the essential role of observation in the scientific endeavor, a reawakened sense of curiosity, an intrinsic motivation to understand the observed physical phenomena, and a deepened awareness of their cognitive and emotional processes.

研究动机与目标

• 解决学生在正式教学后对物理原理与个人经验之间联系感知持续下降的问题。
• 探究沉思练习是否能够重新建立并深化学生在日常具身情境中对物理的觉知。
• 探索基于正念的练习在增强物理教育中内在动机、感官觉知及认知-情感反思方面的潜力。
• 引入新型教学工具，将内省觉知与正式物理学习相结合，以应对STEM教育中与生活经验脱节的趋势。

提出的方法

• 实施一项感官冥想练习，让学生专注身体感觉与环境刺激10–15分钟，随后进行书面反思。
• 开展一项沉思影像创作练习，学生使用正念的观察视角拍摄并反思其环境中的物理现象。
• 收集并分析来自三所院校、三个学年的学生书面反思，识别感知与觉知方面的定性转变。
• 通过主题分析学生反思，识别与具身性、观察、好奇心及动机相关的重复性体验。
• 设计练习时强调当下觉知，而非内容掌握或表现，确保非说教性。
• 将练习整合进现有物理课程中，不改变正式课程内容，以确保真实课堂环境下的生态效度。

实验结果

研究问题

• RQ1 沉思练习在多大程度上帮助学生将正式的物理概念与个人具身经验重新连接？
• RQ2 参与沉思练习后，学生对科学观察与好奇心的感知发生了怎样的转变？
• RQ3 学生在参与这些练习后，报告的感官觉知、身体具身感及心智宁静感有何变化？
• RQ4 在参与基于正念的物理练习后，学生对内在动机及认知-情感觉知的报告如何演变？
• RQ5 沉思练习在逆转学生对物理与日常生活相关性信念下降方面发挥了何种作用？

主要发现

• 学生报告突然且深刻地觉察到物理原理（如运动、力与能量）在日常生活环境中的显现，表明理论与经验之间实现了重新连接。
• 许多学生描述了相较于其通常的思维分心与感官过载状态，感官觉知与身体具身感显著增强。
• 学生报告压力与心智躁动显著减少，描述练习后出现身体放松与心智宁静的感受。
• 多数学生表达了对物理现象的全新好奇心及内在动机，常将其描述为回归最初激发其对物理兴趣的惊奇感。
• 学生发展出对自身认知与情绪过程的更高觉知，包括在科学观察中注意到思维模式与情绪反应。
• 尽管起初持怀疑态度，但大多数学生认为这些练习具有价值且令人愉悦，其中数人明确表示此前低估了参与前的益处。