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ERIC Number: EJ1233709
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2168-3603
EISSN: N/A
The Role of Embodied Cognition for Transforming Learning
Fugate, Jennifer M. B.; Macrine, Sheila L.; Cipriano, Christina
International Journal of School & Educational Psychology, v7 n4 p274-288 2019
Cognitive psychology has undergone a paradigm shift in the ways we understand how knowledge is acquired and represented within the brain, yet the implications for how this impacts students' learning of material across disciplines has yet to be fully applied. In this article, we present an integrative review of embodied cognition, and demonstrate how it differs from previously held theories of knowledge that still influence the ways in which many subjects are taught in the classroom. In doing so, we review the literature of embodied learning in the areas of reading instruction, writing, physics, and math. In addition, we discuss how these studies can lead to the development of new learning strategies that utilized the principles of embodied cognition.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A