New paper: from intuition to intention

Image via SENSES, created with Canva

I am happy to share one outcome of our Science Education Network for Embodied Sense-making (SENSES) – a new paper published in the Journal of Science Teacher Education: From Intuition to Intention: Co-Developing Design Principles for Embodied Science Instruction Through Participatory Inquiry

SENSES was an experiment in how research and practice can meet: Seven upper-secondary science teachers and seven science education researchers regularly met over the course of one year to collaboratively explore embodied cognition perspectives. We followed a participatory design methodology, starting from what teachers already do in their lessons, trialling embodied activities in classrooms, and reflecting on what happened.

In the end, we co-constructed eight design principles for embodied science instruction – which we present in the paper. Take a look and let me know what you think 🙂