Embodied cognition and teaching STEM: Tenets to explain and enhance a middle school science project

Abstract

STEM pedagogy is a popular area for research and discussion. The empirical literature on this topic supports a variety of approaches (e.g., inquiry-based) to help instructors spark student interest create an effective learning environment, and foster long-term retention and transfer of information related to STEM topics. One potential approach is to use tenets of embodied cognition, in which behavior and cognition emerge out of real-time sensorimotor behavior of the individual situated within a particular context, to implement strategies to enhance STEM pedagogy. We applied the six lessons of embodied cognition to understand the beneficial aspects of a middle-school project on water quality and concluded with recommendations of incorporation of the six lessons for STEM pedagogy at large.

Keywords

• stem
• embodied cognition
• middle level education
• stem pedagogy