2021
DOI: 10.1007/s11191-021-00232-z
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A Growing Body of Knowledge

Abstract: Science deals with the world around us, and we understand, experience, and study this world through and with our bodies. While science educators have started to acknowledge the critical role of the body in science learning, approaches to conceptualising the body in science education vary greatly. Embodiment and embodied cognition serve as umbrella terms for different approaches to bodily learning processes. Unfortunately, researchers and educators often blur these different approaches and use various claims of… Show more

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Cited by 21 publications
(8 citation statements)
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“…The embodiment experienced by the students is related to the physical embodiment described by Kersting and collegues. 22 Two students describe the role of being physically present in the laboratory vs. the online situation in the following ways:…”
Section: ■ Resultsmentioning
confidence: 99%
See 1 more Smart Citation
“…The embodiment experienced by the students is related to the physical embodiment described by Kersting and collegues. 22 Two students describe the role of being physically present in the laboratory vs. the online situation in the following ways:…”
Section: ■ Resultsmentioning
confidence: 99%
“…The students described the importance of being physically present in the specialized environment of the laboratory, with all of their senses at work. The embodiment experienced by the students is related to the physical embodiment described by Kersting and collegues . Two students describe the role of being physically present in the laboratory vs. the online situation in the following ways:”It think it is just that you did not have that visual aspect and that part where you actually have your hands-on.…”
Section: Resultsmentioning
confidence: 99%
“…Embodiment in science has been increasingly becoming a topic of exploration, theorized differently in different studies. Recently, Kersting et al (2023) summed up existing literature by examining the role of the body in science education from existing traditions via “three fictitious personas that stand in for the cognitive, social‐interactionist, and phenomenological research traditions” (p. 2), which do not include arts‐based conceptualizations. In our previous work and continuing here, we embrace performing arts perspectives to explore the affordances of the body in learning science.…”
Section: Theoretical Framingmentioning
confidence: 99%
“…In this instance, students can also check the extent to which the new mode incorporates all the data from the tally. For Kersting et al (2021), learner experience of embodied signs as iconic such as in a role play or in a symbolic enactment of a target concept, such as mimicry of the earth's rotation with their body, can be understood as "embodied cognition" (p. 1206) and a starting point for further abstraction and reflection.…”
Section: Theorizing Meaning-making In Sciencementioning
confidence: 99%