The Application of the Theory of Embodied Cognition in Online Science Teaching in Primary Schools

Zhenqiang Wang 1,* , Jingbiao Xu 2

1 Nanjing Xiaozhuang University Affiliated Primary School, Nanjing, Jiangsu 211171, China
2 Nanjing Xiaozhuang University, Nanjing, Jiangsu 211171, China
*Authors to whom correspondence should be addressed.

Received: 2020-8-4 / Accepted: 2020-9-8 / Published: 2020-9-29

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DOI: https://doi.org/10.37906/real.2020.7

Abstract Embodied cognition is a theory that studies the features of cognition that are formed through the experience of one’s body in a specific environment. It unveils that the body, via action and gestures, can be a powerful tool to enhance understanding and learning. In this paper, the theory of embodied cognition is introduced, and incorporated to the online elementary science curriculum, where the teachers are encouraged to involve physical interactions and participations during teaching, so that the students can better understand and master the scientific concepts. This new instructional method is shown to improve students’ scientific literacy and the quality of online teaching.

Research Areas:  Learning theory

Keywords:  embodied cognitive theory, online, elementary school science teaching, inspiration