Research
We have peered into a new world and have seen that it is more mysterious and more complex than we had imagined.
Still more mysteries of the universe remain hidden. Their discovery awaits the adventurous scientists of the future.
I like it this way.
- Vera Rubin
My research lies at the crossroads of science education and embodied cognition, and I investigate the fundamental role of embodiment in science learning.
What?
Broadly, I study how learners understand and experience abstract knowledge in physical and virtual environments in formal and informal learning spaces. A recurring theme in my research has been the role of the body in science learning and how embodiment enables and restricts students’ abilities to think scientifically.
Why?
My interest in embodied science education has evolved out of my PhD project in general relativity education. Einstein’s theory of relativity is one of the most abstract domains of scientific thought, and it was fascinating to observe students’ embodied learning strategies while they grappled with disembodied concepts such as curved spacetime
How?
My methodological expertise lies in the combination of design-based research and video analyses, including interaction analysis and video observation manuals. This combination is well suited to study embodied learning processes: while design-based research allows developing and re-iterating embodied designs, video methods allow conducting fine-grained empirical research that feeds back into the design cycles.
How?
Embodied cognition is an interdisciplinary research programme with rich historical roots. Therefore, I approach my research with curiosity and an openness to methods and theories from other disciplines, including history & philosophy of science, cognitive science, and psychology. Physics education and technology-enhanced science education are two important areas in which I have applied and tested embodied cognition perspectives.
