"Presents the latest research on embodied cognition's applications for educational practices, and offers perspectives on how the relationships among mind, brain, body, and environments impact learning"--
"Presents the latest research on embodied cognition's applications for educational practices, and offers perspectives on how the relationships among mind, brain, body, and environments impact learning"--Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Sheila L. Macrine is Professor in the Department of STEM Education and Teacher Development at the University of Massachusetts Dartmouth. Jennifer M. B. Fugate is Associate Professor in the Department of Health Service Psychology at Kansas City University.
Inhaltsangabe
Acknowledgments xi Foreword xiii Introduction 1 I PHILOSOPHICAL AND THEORETICAL BACKGROUND 1 Embodied Cognition and Its Educational Significance 13 2 Embodied Concepts: Basic Mechanisms and Their Implications for Learning and Memory 25 3 Embodied, Enactive Education: Conservative versus Radical Approaches 39 II LANGUAGE 4 The Embodiment of Letter Perception: The Importance of Handwriting in Early Childhood 55 5 Embodied Classroom Activities for Vocabulary Acquisition 77 6 Educational Applications of Enacted, Embodied Approaches to Language Comprehension 91 7 Reading, Writing, Technology, and Embodiment 103 III STEM 8 Seeing Is Achieving: The Importance of Fingers, Touch, and Visual Thinking to Mathematics Learners 121 9 Groups That Move Together, Prove Together: Collaborative Gestures and Gesture Attitudes among Teachers Performing Embodied Geometry 131 10 Manipulatives and Mathematics Learning: The Roles of Perceptual and Interactive Features 147 11 Physics and Gesture: Spatial Thinking and Mutual Manifestness 163 IV APPLIED TECHNOLOGY 12 Responsive Teaching for Embodied Learning with Technology 179 13 The Need for SpEED: Reimagining Accessibility through Special Education Embodied Design 197 14 Immersive Learning Experiences in Augmented Reality (AR): Visualizing and Interacting with Magnetic Fields 217 15 Evaluating Embodied Immersive STEM VR Using the Quality of Education in Virtual Reality Rubric (QUIVRR) 237 V SOCIAL COGNITION, EMOTION, MINDFULNESS 16 Mirror Neurons and Social Implications for the Classroom 261 17 Beyond the Social Domain: Autism Spectrum Traits and the Embodiment of Manipulable Object Concepts 275 18 Embodied Emotion, Emotional Granularity, and Mindfulness: Improved Learning in the Classroom 291 Conclusion 307 Resources 317 Contributors 323 Index 327
Acknowledgments xi Foreword xiii Introduction 1 I PHILOSOPHICAL AND THEORETICAL BACKGROUND 1 Embodied Cognition and Its Educational Significance 13 2 Embodied Concepts: Basic Mechanisms and Their Implications for Learning and Memory 25 3 Embodied, Enactive Education: Conservative versus Radical Approaches 39 II LANGUAGE 4 The Embodiment of Letter Perception: The Importance of Handwriting in Early Childhood 55 5 Embodied Classroom Activities for Vocabulary Acquisition 77 6 Educational Applications of Enacted, Embodied Approaches to Language Comprehension 91 7 Reading, Writing, Technology, and Embodiment 103 III STEM 8 Seeing Is Achieving: The Importance of Fingers, Touch, and Visual Thinking to Mathematics Learners 121 9 Groups That Move Together, Prove Together: Collaborative Gestures and Gesture Attitudes among Teachers Performing Embodied Geometry 131 10 Manipulatives and Mathematics Learning: The Roles of Perceptual and Interactive Features 147 11 Physics and Gesture: Spatial Thinking and Mutual Manifestness 163 IV APPLIED TECHNOLOGY 12 Responsive Teaching for Embodied Learning with Technology 179 13 The Need for SpEED: Reimagining Accessibility through Special Education Embodied Design 197 14 Immersive Learning Experiences in Augmented Reality (AR): Visualizing and Interacting with Magnetic Fields 217 15 Evaluating Embodied Immersive STEM VR Using the Quality of Education in Virtual Reality Rubric (QUIVRR) 237 V SOCIAL COGNITION, EMOTION, MINDFULNESS 16 Mirror Neurons and Social Implications for the Classroom 261 17 Beyond the Social Domain: Autism Spectrum Traits and the Embodiment of Manipulable Object Concepts 275 18 Embodied Emotion, Emotional Granularity, and Mindfulness: Improved Learning in the Classroom 291 Conclusion 307 Resources 317 Contributors 323 Index 327
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