@conference {1443560, title = {Use of spatial sensemaking practices in spatial learning}, booktitle = {13th International Conference on Computer Supported Collaborative Learning}, volume = {2}, year = {2019}, publisher = {A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings}, organization = {A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings}, address = {Lyon, France}, abstract = {This paper describes an approach to understanding how 11-12-year-old students (N=185) engage in spatial thinking through use of sensemaking practices. There is limited research on nature of students{\textquoteright} spatial thinking when learning discipline-specific content knowledge during classroom instruction. We use embodied cognition to examine the kinds of sensemaking practices students use when applying perspective-taking skill to learn seasons and lunar phases, and the teacher{\textquoteright}s role in shaping those practices.}, author = {Vaishampayan, A and Plummer, J.D. and Udomprasert, P. and Sunbury, S.} }