Investigating the Educational Implications of Embodied Cognition: A Model Interdisciplinary Inquiry in Mind, Brain, and Education Curricula

Autor/in	Osgood-Campbell, Elisabeth
Titel	Investigating the Educational Implications of Embodied Cognition: A Model Interdisciplinary Inquiry in Mind, Brain, and Education Curricula
Quelle	In: Mind, Brain, and Education, 9 (2015) 1, S.3-9 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12063
Schlagwörter	Neurosciences; Cognitive Ability; Cognitive Processes; Educational Theories; Brain; Educational Practices; Language Skills; Comprehension; Mathematics Skills; Science Process Skills; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Neuroscience; Neurowissenschaften; Neurowissenschaft; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Educational theory; Theory of education; Bildungstheorie; Gehirn; Bildungspraxis; Language skill; Sprachkompetenz; Verstehen; Verständnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Much educational neuroscience research investigates connections between cognition, neuroscience, and educational theory and practice without reference to the body. In contrast, proponents of embodied cognition posit that the bodily action and perception play a central role in cognitive development. Some researchers within the field of Mind, Brain, and Education (MBE) explore this theory by researching the impact of sensorimotor activity on academic competencies such as language comprehension, mathematics, and scientific thinking. In this article, I call for this work to be highlighted more centrally in MBE training programs. Toward this end, I model an investigation of the concept of embodied cognition that can be used in MBE curricula with a dual purpose: to train future practitioners in the seminal metaphor of mind as an embodied system, and to demonstrate effective interdisciplinary research, which is critical to advancing the field of Mind, Brain, and Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01