Embodied Learning Across the Life Span

Abstract

Developmental psychologists have long recognized the extraordinary influence of action on learning (Piaget 1952; Held & Hein, 1963). Action experiences begin to shape our perception of the world during infancy (e.g., as infants gain an understanding of others’ goal-directed actions; Woodward, 2009) and these effects persist into adulthood (e.g., as adults learn about complex concepts in the physical sciences; Kontra et al., 2012). Theories of embodied cognition provide a structure within which we can investigate the mechanisms underlying action’s impact on thinking and reasoning. We argue that theories of embodiment can shed light on the role of action experience in early learning contexts, and further that these theories hold promise for using action to scaffold learning in more formal educational settings later in development.

Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial

“…4,5,14 It is also possible that the innovative teaching method may be effective because brain and body work in conjunction and because our cognitive knowledge is rooted in bodily awareness. 11,26 This would apply to children in particular, because all knowledge initially stems from sensory stimulation and motor processes. 27 Further research with more than one intervention group and a control group is needed to find out why using physical exercise in teaching academic content is effective in improving children's academic achievement.…”

“…First, sensorimotor information obtained by the body (for example, through physical activity) appears to be an effective aid to learning during childhood. 11 Second, it has been found that moderate to vigorous physical activity that immediately increases activity in the brain may enhance attention, 12,13 and this might cause enhanced academic engagement after physically active academic lessons. 4,5,14 Because academic engagement is a key predictor of academic achievement, 15 it seems likely that more time on task during regular lessons (after a physically active academic lesson) might improve academic achievement in the long term.…”

Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue

“…This research in science education is not unique in the educational literature. Glenberg (2008) and Kontra, Goldin-Meadow and Beilock (2012) have recognised the role of embodied cognition in education and concept learning. In particular, a special issue was recently dedicated to embodied approaches to mathematics education in the Journal of the Learning Sciences (Hall & Nemirovsky, 2012).…”

From Cognitive Science to Physics Education and Back

“…When these sensorimotor areas are involved in thinking and reasoning tasks, people's understanding of the concepts in question can improve. [10][11][12][13] Just like math anxious individuals activate brain areas implicated in pain perception when they are thinking about doing math, our idea is that if we can engage students' sensorimotor brain systems when they simply think about a physics concept that they have experienced previously, they may be better equipped to understand and apply that concept even when they are not acting. Moreover, experiences that engage the sensorimotor system may be especially important at the initial stages of learning when students are first being formally introduced to a concept.…”