This book operationalises the new field - EmLearning - that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended.
This book operationalises the new field - EmLearning - that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended.
Theresa Schilhab is Associate Professor in Educational Neuroscience and Evolutionary Epistemology and leads Science Didactics and Nature Views, Danish School of Education, Aarhus University, Denmark. Camilla Groth is Associate Professor in Arts, Design, and Crafts and leads the Embodied Making and Learning Research group (EMAL), University of South-Eastern Norway.
Inhaltsangabe
Part 1: Introduction Chapter 1 - Introduction to the anthology Part 2: Language as lived experience Chapter 2 - Languages are grounded in the body Chapter 3 - Exploring reading aloud events through embodied learning: Impacts on early literacy Chapter 4 - Inclusive language teaching Part 3: Reading and writing in school Chapter 5 - Substrates, displays, technologies and texts: Embodied, experiential reading Chapter 6 - Embodied learning with and through different writing methods Chapter 7 - Long-form silent reading in the contemporary classroom from an embodied learning perspective: "School is probably the worst place to read" Chapter 8 - Education in the cognitivist and embodied paradigms. Why won't my students read? Part 4: Aesthetic learning Chapter 9 - Thinking through hands in education Chapter 10 - Why whole-body drawing still matters in our digital age Chapter 11 - Apprenticeship as a model for teaching and learning in formal education Part 5: Technology, nature-connectedness, and science learning Chapter 12 - Conceptualising technology-enhanced embodied pedagogy Chapter 13 - Smart technology in nature-based learning-embodied and situated processes Chapter 14 - How nature-like artworks induce perceptual processes benefitting education in general and science education in particular Part 6: Music and physical education Chapter 15 - Embodied music learning Chapter 16 - Teaching and learning in physical education teacher education Chapter 17 - Embodied learning in interaction: The case of aikido Part 7: Conclusions Chapter 18 - Conclusions
Part 1: Introduction Chapter 1 - Introduction to the anthology Part 2: Language as lived experience Chapter 2 - Languages are grounded in the body Chapter 3 - Exploring reading aloud events through embodied learning: Impacts on early literacy Chapter 4 - Inclusive language teaching Part 3: Reading and writing in school Chapter 5 - Substrates, displays, technologies and texts: Embodied, experiential reading Chapter 6 - Embodied learning with and through different writing methods Chapter 7 - Long-form silent reading in the contemporary classroom from an embodied learning perspective: "School is probably the worst place to read" Chapter 8 - Education in the cognitivist and embodied paradigms. Why won't my students read? Part 4: Aesthetic learning Chapter 9 - Thinking through hands in education Chapter 10 - Why whole-body drawing still matters in our digital age Chapter 11 - Apprenticeship as a model for teaching and learning in formal education Part 5: Technology, nature-connectedness, and science learning Chapter 12 - Conceptualising technology-enhanced embodied pedagogy Chapter 13 - Smart technology in nature-based learning-embodied and situated processes Chapter 14 - How nature-like artworks induce perceptual processes benefitting education in general and science education in particular Part 6: Music and physical education Chapter 15 - Embodied music learning Chapter 16 - Teaching and learning in physical education teacher education Chapter 17 - Embodied learning in interaction: The case of aikido Part 7: Conclusions Chapter 18 - Conclusions
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