In this paper, we present a case study of a pair of students as they use nondisciplinary communicative practices to mechanistically reason about binary star dynamics. To do so, we first review and bring together the theoretical perspectives of social semiotics and embodied cognition, therein developing a new methodological approach for analyzing student interactions during the learning of physics (particularly for those interactions involving students' bodies). Through the use of our new approach, we are able to show how students combine a diverse range of meaning-making resources into complex, enacted analogies, thus forming explanatory models that are grounded in embodied intuition. We reflect on how meaning-making resources—even when not physically persistent—can act as coordinating hubs for other resources as well as how we might further nuance the academic conversation around the role of the body in physics learning.5 MoreReceived 22 January 2019DOI:https://doi.org/10.1103/PhysRevPhysEducRes.15.010134Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasLearning theoryResearch methodologyScientific reasoning & problem solvingTechnologyPhysics Education Research

Elias Euler

Elmer Rådahl

Bor Gregorcic

Physical Review Physics Education Research

PRPER 涵盖从小学到研究生教育的所有教育水平。接受实验和理论物理教育研究的所有主题，包括但不限于：教育政策教学策略和材料开发研究方法认识论、态度和信念学习环境科学推理和问题解决多样性和包容性学习理论学生参与教师和教师专业发展

Physical Review Physics Education Research covers all levels of education from elementary to graduate school. It accepts both experimental and theoretical research in physics education on a wide range of topics, including but not limited to: educational policy, teaching strategies and materials development, research methods, epistemology, attitudes and beliefs, learning environments, scientific reasoning and problem solving, diversity and inclusion, learning theories, student engagement, and teacher professional development.

《Physical Review Physics Education Research》涵盖从小学到研究生教育的各个层次。该期刊接受与物理教育相关的实验和理论研究，主题包括但不限于：教育政策、教学策略与材料开发、研究方法、认识论、态度与信念、学习环境、科学推理与问题解决、多样性与包容性、学习理论、学生参与以及教师专业发展。

Category	Quartile
教育学	2
教育学, 教育学和教育研究	3
教育学, 学科教育	3

Embodiment in physics learning: A social-semiotic look

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Category	Quartile
EDUCATION, SCIENTIFIC DISCIPLINES	1