UID:
almahu_9949767578002882
Umfang:
1 online resource (214 pages)
Ausgabe:
1st ed.
ISBN:
9781040093603
Serie:
Routledge Research in Educational Psychology Series
Inhalt:
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.
Anmerkung:
Cover -- Endorsement Page -- Half Title -- Series Page -- Title Page -- Copyright Page -- Frontispiece -- Table of Contents -- List of editors and contributors -- Preface -- Part I: Introduction -- Chapter 1: Introduction to the anthology -- Learning is embodied -- The science of embodied cognition -- Embodied cognition as a learning theory -- Rationale for the anthology -- Anthology structure -- References -- Part II: Language as lived experience -- Chapter 2: Languages are grounded in the body -- The evolution of the first language -- Language as embodied, embedded, enactive, and extended -- Language in use: Conceptual metaphors and categorisation systems -- Implications for education -- References -- Chapter 3: Exploring reading aloud events through embodied learning: Impacts on early literacy -- Introductory scene -- Introduction -- From online to offline meaning attribution -- Reading aloud in light of the 4Es -- First domain: Social embeddedness -- Second domain: Physical embeddedness -- Third domain: The materiality and meaning of language -- Fourth domain: Joint space -- Fifth domain: Cognitive processes -- Constraints and qualities of the event -- References -- Chapter 4: Inclusive language teaching -- Introduction -- Exposition -- Explorations -- Discussion -- Conclusions -- Recommendations -- Embodiment -- Enactivism -- Embeddedness -- Extension -- References -- Part III: Reading and writing in school -- Chapter 5: Substrates, displays, technologies, and texts: Embodied, experiential reading -- Introduction -- Reading as multisensory engagement with material substrates -- 4E and distributed cognition, and the multiscalarity of reading -- Touch and texture in reading -- Conclusion and educational implications -- References -- Chapter 6: Embodied learning with and through different writing methods -- Introduction.
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Connections between writing and writing methods -- Writing as an embodied activity -- Writers of different ages -- Conclusion and implications -- Acknowledgements -- References -- Chapter 7: Long-form silent reading in the contemporary classroom -- Introduction -- Theoretical background -- Empirical studies -- Reading environment matters -- Undisturbed reading highlights embodiment -- Embodied grounding during silent reading fosters motivation and deep learning -- Discussion and implications for education -- References -- Chapter 8: Education in the cognitivist and embodied paradigms: Why won't my students read? -- Introduction -- Cognitivism and 4E cognition -- Habits -- Habits in reading -- Microaggressions -- Recommendations for education -- Conclusions -- Note -- References -- Part IV: Aesthetic learning -- Chapter 9: Thinking through hands in education -- Making sense and knowledge creation -- Sense-making and the role of action in cognition -- Learning through material engagement -- Examples from arts and crafts education -- The usefulness of embodied teaching and learning in other school subjects -- Recommendations for education -- Understanding abstract concepts -- External aids -- Trial and error -- Safe failing -- Endurance and perseverance -- Conclusion -- References -- Chapter 10: Why whole-body drawing still matters in our digital age -- Introduction -- Implementation of the study -- Photos and empirical excerpts of key understanding from the drawing process -- Whole-body drawing involves risk -- it is material, rhythmic, and temporal -- Making sense of and connecting with the world is enabled through whole-body drawing -- Implications for education -- References -- Chapter 11: Apprenticeship as a model for teaching and learning in formal education -- Introduction -- Apprenticeship learning as understood through 4E theory.
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Human-environment coupling and material engagement -- Situated learning, enculturation, and cognitive apprenticeship -- Studio pedagogy: Show and tell! -- Mimicking, embodied simulation, and gestures -- Teaching and learning through bodily guidance -- Visual gestures and active feedback -- Facilitating apprenticeship learning in the classroom -- Implications for education -- Conclusions -- References -- Part V: Technology, nature-connectedness, and science learning -- Chapter 12: Conceptualising technology-enhanced embodied pedagogy -- Introduction -- Learning experience design and technology-enabled embodied learning environment frameworks -- Learning experience design -- Embodied immersion framework -- Model of technology-enhanced affective learning -- Technology-enhanced embodied pedagogy -- Implications for education -- Acknowledgement -- References -- Chapter 13: Smart technology in nature-based learning: Embodied and situated processes -- Introduction -- Societal changes and lost experiences with nature -- Case: Technology involved meaningful activities -- The Seek by iNaturalist app -- The lesson -- Embodied learning processes -- Notice surroundings -- Evaluate and document findings -- Identifying and naming -- Recapitulation with the class -- Identity and meaning-making -- Implications for education -- Acknowledgements -- References -- Chapter 14: How nature-like artworks induce perceptual processes benefitting education in general and science education in particular -- Introduction -- Motivation -- Empirical work and relation with the 4Es -- CC's perspective on the Light and Space Movement -- Presentation of the exhibition -- The cases -- Nature versus the human condition -- Embodied perception of the Moon case -- Embodied and extended mind in the lab experience -- References -- Part VI: Music and physical education.
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Chapter 15: Embodied music learning -- Introduction -- Musicking -- The musicking quadrant -- A failed performance -- An action-sound approach -- Embodied -- Embedded -- Enacted -- Extended -- From sound-making to music-making -- References -- Chapter 16: Teaching and learning in physical education teacher education -- Bodily resonances from the ground -- Students are not objects of curricula and politics -- Learning about ourselves in education -- "Letting the other be" -- Emotions give direction and meaning: A relational attitude -- Embodied learning through being and experiencing -- Educational implications -- References -- Chapter 17: Embodied learning in interaction: The case of aikido -- Introduction -- Interactions are culturally and socially embedded -- Embodiment and incorporation of skills -- Embodied learning-Extended and enactive aspects -- Implications for physical education -- Note -- References -- Part VII: Conclusions -- Chapter 18: Conclusions -- Inspiration for your own practice -- References -- Index.
Weitere Ausg.:
Print version: Schilhab, Theresa Embodied Learning and Teaching Using the 4E Cognition Approach Oxford : Taylor & Francis Group,c2024 ISBN 9781032377315
Sprache:
Englisch
Schlagwort(e):
Electronic books.
URL:
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