1st Edition
Embodied Learning and Teaching using the 4E Cognition Approach Exploring Perspectives in Teaching Practices
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.
Chapters highlight empirical data providing readers with research-based insight into the theoretical foundations of embodied cognition in learning, illustrated by practical examples. Ultimately, the volume contributes a radical understanding of embodied cognition, demonstrating the importance of the field to the educational system more broadly, and suggests a fundamental change to the way learning, education, and curriculum design is viewed and considered. Based on contemporary scientific findings, the book addresses the educational area with a focus on opening the embodied approach to a wider audience that will circulate the new knowledge and support their educational practices.
Written with the purpose of contributing to a broad spectrum of academic educational fields, this book will be of importance to postgraduates, researchers, and academics in the fields of higher education, educational psychology, teacher education, and teaching methodology and practice. Teachers and school politicians should also benefit from this volume more broadly.
Part 1: Introduction
Chapter 1 - Introduction to the anthology
By Theresa Schilhab and Camilla Groth
Part 2: Language as lived experience
Chapter 2 - Languages are grounded in the body
By Lydia Kokkola
Chapter 3 - Exploring reading aloud events through embodied learning: Impacts on early literacy
By Theresa Schilhab, Gitte Balling and Gertrud Lynge Esbensen
Chapter 4 - Inclusive language teaching
By Pauline von Bonsdorff and Aila Marjomäki
Part 3: Reading and writing in school
Chapter 5 - Substrates, displays, technologies and texts: Embodied, experiential reading
By Sarah Bro Trasmundi and Anne Mangen
Chapter 6 - Embodied learning with and through different writing methods
by Satu-Maarit Korte and Minna Körkkö
Chapter 7 – Long-form silent reading in the contemporary classroom from an embodied learning perspective: “School is probably the worst place to read”
By Kristiane Hauer
Chapter 8 – Education in the cognitivist and embodied paradigms. Why won’t my students read?
By Juan Toro and Sarah Bro Trasmundi
Part 4: Aesthetic learning
Chapter 9 - Thinking through hands in education
By Camilla Groth and Marte S. Gulliksen
Chapter 10 – Why whole-body drawing still matters in our digital age
By Lovise Søyland
Chapter 11 - Apprenticeship as a model for teaching and learning in formal education
By Camilla Groth
Part 5: Technology, nature-connectedness, and science learning
Chapter 12 - Conceptualising technology-enhanced embodied pedagogy
By Satu-Maarit Korte and Minna Körkkö
Chapter 13 – Smart technology in nature-based learning—embodied and situated processes
By Gertrud Lynge Esbensen, Theresa Schilhab and Gitte Balling
Chapter 14 - How nature-like artworks induce perceptual processes benefitting education in general and science education in particular
By Theresa Schilhab
Part 6: Music and physical education
Chapter 15 - Embodied music learning
By Alexander Jensenius
Chapter 16 - Teaching and learning in physical education teacher education
By Gunn Helene Engelsrud
Chapter 17 – Embodied learning in interaction: The case of aikido
By Susanne Ravn
Part 7: Conclusions
Chapter 18 – Conclusions
By Camilla Groth and Theresa Schilhab
Biography
Theresa Schilhab is Associate Professor in Educational Neuroscience and Evolutionary Epistemology and leads Science Didactics & 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.
"Overall, I consider the book to make an excellent contribution to 4E cognition-inspired research on learning and teaching at various levels and areas of education. The chapters apply the 4E cognition framework insightfully in their respective contexts. I enjoyed reading the chapters very much and felt that many of them make an outstanding contribution to the field."
- Professor Kai Hakkarainen, Department of Education, University of Helsinki, Finland.
