| Abstract: | This paper examines the role of tactile perception in conceptual construction of forces and fields. The learning environment includes a simulation of a force field. The force applied by the field on an object is transferred to the learner's hand through a tactile interface designed as a trackball. The learner experiences varying resistance from the trackball when moving an object on the screen. The forces are actually “felt”, exerted on the screen-object as if the learner's hand is immersed in the “field.” We hypothesize that a tactile interface acts as an agent aimed at recruiting the body non-propositional knowledge, for construction of formal physics knowledge on fields of forces. Twelve subjects were asked to explore the structure of several invisible fields through tactile interface, then to design a series of situations that generate current and that energetically trap a particle in a particular area. The results of the study show that s tudents with no background in physics constructed a graphical representation of a field force of a single and double center of forces similar to the formal physics representation, though they had no conceptual background (i.e., vectors, field lines). Based on the tactile information, they constructed a representation of force as a vector, of force lines, equal-force lines (potential lines for particular cases), potential well (“trap”) and motion of a charged particle in a field of forces. We show that computer tactile interface acts as a trigger for access to non-propositional knowledge employed in everyday bodily activity, but not in formal learning. The computer environment turns into a virtual environment, carrying the features of perception within “reality”, providing opportunities for conceptual construction. |
