Embodied learning approaches emphasize the use of action to support pedagogical goals. A specific version of embodied learning posits an action-to-abstraction transition supported by gesture, sketching, and analogical mapping. These tools seem to have special promise for bolstering learning in science, technology, engineering, and mathematics (STEM) disciplines, but existing efforts need further theoretical and empirical development. The topical collection in Cognitive Research: Principles includes articles aiming to formalize and test the effectiveness of embodied learning in STEM. The collection provides guideposts, staking out the terrain that should be surveyed before larger-scale efforts are undertaken. This introduction provides a broader context concerning mechanisms that can support embodied learning and make it especially well suited to the STEM disciplines.
Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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