I'm excited to share our latest paper on embodiment in science education, a truly collaborative effort between Tamer Amin, Elias Euler, Bor Gregorcic, Jesper Haglund, Liv Kondrup Hardahl, Rolf Steier and me.
We highlight the significance of bodily engagement in science learning, which has been overlooked in traditional science education research. Our starting point is the growing interest in embodied cognition perspectives and the remaining theoretical and methodological differences that hinder productive discourse.
What makes this paper unique is the non-traditional (and fun!) format, a dialogue among three fictitious personas representing cognitive, social-interactionist, and phenomenological research traditions. Through this dialogue, we explore the convergences and differences in embodied perspectives. By unifying terminology and examining the implications of embodiment in science education research, we can better position the role of the body in science education research.
Take a look at the paper, and let me know what you think:
Kersting, M., Amin, T. G., Euler, E., Gregorcic, B., Haglund, J., Hardahl, L. K., & Steier, R. (2023). What Is the Role of the Body in Science Education? A Conversation Between Traditions. Science & Education. https://doi.org/10.1007/s11191-023-00434-7
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