Translating Embodied Cognition for Embodied Learning in the Classroom

In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom appl...

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Autores principales:	Sheila L. Macrine, Jennifer M. B. Fugate
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	translational science embodied cognition teaching—learning pedagogy learning sciences Education (General) L7-991
Acceso en línea:	https://doaj.org/article/b1f329696454468fa8497efaa83aa276
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spelling	oai:doaj.org-article:b1f329696454468fa8497efaa83aa2762021-12-03T13:18:30ZTranslating Embodied Cognition for Embodied Learning in the Classroom2504-284X10.3389/feduc.2021.712626https://doaj.org/article/b1f329696454468fa8497efaa83aa2762021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.712626/fullhttps://doaj.org/toc/2504-284XIn this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps. To address steps 1 and 2, we recap previously published reviews of the experimental evidence of embodied cognition (and embodied learning) research across multiple learning fields, with a focus on how both simple embodied learning activities—as well as those based on more sophisticated technologies of AR, VR, and mixed reality—are being vetted in the classroom. Step 3 of our model outlines how researchers, teachers, policy makers, and designers can work together to help translate this knowledge in support of these goals. In the final step (step 4), we extract generalized, practical embodied learning principles, which can be easily adopted by teachers in the classroom without extensive training. We end with a call for educators and policy makers to use these principles to identify learning objectives and outcomes, as well as track outcomes to assess whether program objectives and competency requirements are met.Sheila L. MacrineJennifer M. B. FugateFrontiers Media S.A.articletranslational scienceembodied cognitionteaching—learningpedagogylearning sciencesEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	translational science embodied cognition teaching—learning pedagogy learning sciences Education (General) L7-991
spellingShingle	translational science embodied cognition teaching—learning pedagogy learning sciences Education (General) L7-991 Sheila L. Macrine Jennifer M. B. Fugate Translating Embodied Cognition for Embodied Learning in the Classroom
description	In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps. To address steps 1 and 2, we recap previously published reviews of the experimental evidence of embodied cognition (and embodied learning) research across multiple learning fields, with a focus on how both simple embodied learning activities—as well as those based on more sophisticated technologies of AR, VR, and mixed reality—are being vetted in the classroom. Step 3 of our model outlines how researchers, teachers, policy makers, and designers can work together to help translate this knowledge in support of these goals. In the final step (step 4), we extract generalized, practical embodied learning principles, which can be easily adopted by teachers in the classroom without extensive training. We end with a call for educators and policy makers to use these principles to identify learning objectives and outcomes, as well as track outcomes to assess whether program objectives and competency requirements are met.
format	article
author	Sheila L. Macrine Jennifer M. B. Fugate
author_facet	Sheila L. Macrine Jennifer M. B. Fugate
author_sort	Sheila L. Macrine
title	Translating Embodied Cognition for Embodied Learning in the Classroom
title_short	Translating Embodied Cognition for Embodied Learning in the Classroom
title_full	Translating Embodied Cognition for Embodied Learning in the Classroom
title_fullStr	Translating Embodied Cognition for Embodied Learning in the Classroom
title_full_unstemmed	Translating Embodied Cognition for Embodied Learning in the Classroom
title_sort	translating embodied cognition for embodied learning in the classroom
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/b1f329696454468fa8497efaa83aa276
work_keys_str_mv	AT sheilalmacrine translatingembodiedcognitionforembodiedlearningintheclassroom AT jennifermbfugate translatingembodiedcognitionforembodiedlearningintheclassroom
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Translating Embodied Cognition for Embodied Learning in the Classroom

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