Magdalena Kersting

Embodied Cognition in Science Teacher Education: A Phenomenographic Analysis of Science Teachers’ Experiences When Using Role-play to Engage with Different Philosophical Traditions of Embodiment

Abstract Embodied cognition (EC) theory has become increasingly prevalent in k-10 science education but remains largely theoretical or divorced from authentic classroom practices. We address this gap in the literature by examining how EC can be systematically brought into science...