The longstanding tradition in education, and particularly in STEM fields, to prioritize cognitive achievements while neglecting the embodiment of learners has led to a dichotomized view of the mind and body in educational practices (Almqvist & Quennerstedt, 2015; Alsop, 2011). This dichotomy is increasingly questioned by emerging insights from the interdisciplinary field of embodied cognition, which suggest that learning processes are deeply rooted in bodily experiences (Shapiro, 2014; Wilson & Foglia, 2017).

In this talk, I argue that the duality of STEM subjects – their reach for the abstract while remaining anchored in the concrete - positions STEM education as a fertile ground for exploring and integrating embodied cognition perspectives (Kersting et al., 2023). Indeed, the alignment of embodied perspectives with educational practices offers transformative potential for making STEM education more accessible to a broader range of students. At the same time, STEM education research is ideally suited to test theoretical claims about the embodied underpinnings of cognition empirically.

Building on the typology of the four senses of embodiment (Kersting et al., 2021), I first present an overview of how the body bears on science learning on multiple levels. I then offer insight into the application of this typology within our STEM teacher education programs at the Department of Science Education at the University of Copenhagen. In conjunction with this, our newly founded Science Education Network for Supporting Embodied Sense-Making (SENSES) exemplifies a collaborative venture that intertwines research and practice. SENSES is dedicated to innovating and implementing embodied teaching strategies that engage and resonate with upper-secondary school students.

In conclusion, by advocating for an embodied approach in STEM education and cultivating reflective practice around the role of the body in learning, I seek to underline the value of embodied cognition perspectives in bridging the gap between learners and scientific knowledge.

References

Almqvist, J., & Quennerstedt, M. (2015). Is There (Any)Body in Science Education? Interchange, 46(4), 439–453. https://doi.org/10.1007/s10780-015-9264-4

Alsop, S. (2011). The body bites back! Cultural Studies of Science Education, 6(3), 611–623. https://doi.org/10.1007/s11422-011-9328-4

Kersting, M., Amin, T. G., Euler, E., Gregorcic, B., Haglund, J., Hardahl, L. K., & Steier, R. (2023). What Is the Role of the Body in Science Education? A Conversation Between Traditions. Science & Education. https://doi.org/10.1007/s11191-023-00434-7

Kersting, M., Haglund, J., & Steier, R. (2021). A Growing Body of Knowledge: On Four Different Senses of Embodiment in Science Education. Science & Education. https://doi.org/10.1007/s11191-021-00232-z

Shapiro, L. (2014). The Routledge Handbook of Embodied Cognition. Routledge.

Wilson, R. A., & Foglia, L. (2017). Embodied Cognition. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Spring 2017 Edition). https://plato.stanford.edu/archives/spr2017/entries/embodied-cognition/