A Framework for Translating Embodied Cognition for the Learning Sciences

• In Event: Mind, Brain, and Education in Theory and Practice

Abstract

This paper begins with an integrative review of current empirical, behavioral and neuroscience evidence supporting Embodied Cognition. Using these data, we developed a Translational Learning Science Research model to collate and evaluate applications, and disseminate findings to inform teachers, educational psychologists, and practitioners on benefits of embodied cognition and learning. Our analyses resulted in a framework consisting of seven goals and four major “action” steps. We end with a call for educators and policy makers to use these principles to identify embodied learning objectives, to develop taxonomies, and to determine the fidelity of embodied learning’s implementation, objectives, and competency requirements.

Authors

• Sheila L. Macrine, University of Massachusetts - Dartmouth
  Presenting Author

• Jennifer M.B. Fugate, Kansas City University of Medicine and Biosciences
  Presenting Author