Teaching and Learning Faculty Publications and Presentations
Document Type
Article
Publication Date
4-2024
Abstract
Background
The theory of embodied cognition claims that body interaction with the environment change how we think and constitute cognition. Accordingly, active learning enriches learning experiences which in turn lead to better learning.
Purpose
Although learning by moving one’s body is often regarded as active learning, not all body movements lead to better learning. To investigate the influence of different levels of body movements on learning, we developed embodied learning activities and implemented in elementary afterschool program.
Sample
Twenty-seven fifth graders (12 girls, 15 boys) for Study 1 and forty-eight fifth graders (28 girls, 20 boys) for Study 2 were recruited from afterschool programs from two public elementary schools.
Design and methods
Through two quasi-experimental studies, we compared student learning and their attitude about physics concepts. Study 1 compared learning and attitude between two groups of students depending on whether body movements correspond to knowledge representation embedded in a to-be-learned concept (congruent condition) or not (incongruent condition). In Study 2, a control group that did not engage in body movement-related learning activities, was added to observe the impact of body movement itself. Therefore, students in three groups (congruent, incongruent, no body movement group) were compared in their learning and attitude.
Results
The results from Study 1 showed that the students in the congruent group showed better learning and higher attitude in science learning than those in the incongruent groups. Study 2 showed that the congruent group showed better learning and higher attitude than other groups. Also, there was no learning difference between the incongruent group and the control group.
Conclusion
The studies showed that the students could benefit from the embodied lesson plan and the findings imply that a student’s movements are to be elaborated and mindful considering knowledge representations embedded in a concept.
Recommended Citation
Kang, S., Lu, M., Black, J. B., & Kim, S. (2022). Mindful movements matter: differentiating active body movements in underprivileged students’ learning of physics concepts. Research in Science & Technological Education, 42(2), 412–430. https://doi.org/10.1080/02635143.2022.2093344
Publication Title
Research in Science & Technological Education
DOI
https://doi.org/10.1080/02635143.2022.2093344
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Science & Technological Education on July 2022, available at: https://doi.org/10.1080/02635143.2022.2093344