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Autor/inn/enFugate, Jennifer M. B.; Macrine, Sheila L.; Cipriano, Christina
TitelThe Role of Embodied Cognition for Transforming Learning
QuelleIn: International Journal of School & Educational Psychology, 7 (2019) 4, S.274-288 (15 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Fugate, Jennifer M. B.)
ORCID (Macrine, Sheila L.)
ORCID (Cipriano, Christina)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2168-3603
DOI10.1080/21683603.2018.1443856
SchlagwörterCognitive Processes; Human Body; Cognitive Psychology; Neurosciences; Learning Strategies; Theories; Reading; Writing (Composition); Mathematics; Physics; Behavioral Sciences
AbstractCognitive psychology has undergone a paradigm shift in the ways we understand how knowledge is acquired and represented within the brain, yet the implications for how this impacts students' learning of material across disciplines has yet to be fully applied. In this article, we present an integrative review of embodied cognition, and demonstrate how it differs from previously held theories of knowledge that still influence the ways in which many subjects are taught in the classroom. In doing so, we review the literature of embodied learning in the areas of reading instruction, writing, physics, and math. In addition, we discuss how these studies can lead to the development of new learning strategies that utilized the principles of embodied cognition. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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