I'm excited to share our latest paper that highlights the importance of embodied cognition perspectives in science education. We explore these perspectives in a dialogue between traditions to unify terminology & position the body in science education 🤓
I'm looking for a PhD student who will join me in the Department of Science Education at the University of Copenhagen. The goal of the PhD project is to break exciting new ground in the emerging field of embodied science education 💥
Embodied cognition in science education serves as an umbrella term for different approaches to bodily learning processes in science. The study of embodied cognition builds on the assumption that we can improve our understanding of the mind by characterising the role of the body in cognition. Science education provides a vital proving ground for embodied theories of cognition: science deals with the world around us & learners understand & experience this world through & with their bodies.
chose my piece "Spaces without and within" as the runner-up for their writers' award Slightly smiling face Check out the upcoming issue to find my musings on space & how space enables and restricts our abilities to make sense of the cosmos Woman astronaut
What is the role of the human body in science education? In my new paper, I combine perspectives of cognitive science, philosophy, and psychology to provide a comprehensive overview of embodied cognition in science education
The EARLI Mentoring grant supported me to undertake a research stay with Jesper Haglund at the Centre of Science, Mathematics and Engineering Education Research (SMEER) at the University of Karlstad in Sweden. In a short video I reflect on my time in Karlstad and the importance of collaborating with colleagues from abroad.
We live in a four-dimensional universe but our minds and bodies struggle to perceive four dimensions. How can learners reconcile Einstein's abstract theory with their experiential understanding of space, time & gravity?