Theorists in embodied cognition postulate that the brain must be understood to function in the context of its physical body and that, reciprocally, engaging the body alters the function of the brain. This idea has led to insights in basic cognitive science – such as the ubiquity of embodied metaphors, or how gesture facilitates spatial thinking. Embodied cognition has thus provided tools that may be effective for teaching and learning, especially in the STEM disciplines, which rely upon concepts that are both richly detailed descriptions of the physical world and quite abstract, e.g., the notion of a limit in mathematics. Embodied tools to cut to the core of such ideas might make STEM disciplines more accessible.
The purpose of this collection of articles, published in Cognitive Research: Principles and Implications is to explore how embodied cognition might be applied to augment STEM learning.
Edited by: Nora Newcombe and Steven Weisberg