Literaturnachweis - Detailanzeige
Autor/inn/en | Fugate, Jennifer M. B.; Macrine, Sheila L.; Cipriano, Christina |
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Titel | The Role of Embodied Cognition for Transforming Learning |
Quelle | In: International Journal of School & Educational Psychology, 7 (2019) 4, S.274-288 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Fugate, Jennifer M. B.) ORCID (Macrine, Sheila L.) ORCID (Cipriano, Christina) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2168-3603 |
DOI | 10.1080/21683603.2018.1443856 |
Schlagwörter | Cognitive Processes; Human Body; Cognitive Psychology; Neurosciences; Learning Strategies; Theories; Reading; Writing (Composition); Mathematics; Physics; Behavioral Sciences |
Abstract | Cognitive 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). |
Anmerkungen | Routledge. 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 von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |