Physics in Action

This project will explore the use of embodied cognition, to support these students in learning about physics. To this end, parents, teachers and pupils will be involved in co-constructing ’embodied cognition’ activities. Embodied cognition is best defined as actions which assist the brain’s cognitive processing. Studies of the brain show that those networks which control cognition are “linked in one way or another to sensory systems, motor systems and / or motivational systems” (Tucker, 2007, 59). For example, if explaining concepts related to forces (e.g. push and pull), you would ask the pupil to actually pull or push either real or imaginary objects using their limbs and body. Similarly, if explaining ‘friction’, the action of rubbing one’s hands across a kitchen table / bedroom carpet would be used. The key factor is ‘cognition for action’ (Glenberg 2008, 43), where the child’s body is ‘active’ in learning science.

Four participating schools will select strand units from the ‘Energy and Forces’ section of the senior Primary Science Curriculum (DES, 1999). Project leaders will show class teachers, parents and pupils how to co-construct and use embodied cognition activities for these selected physics strands. Based on this learning, teachers, pupils and parents will co-construct and implement their own embodied cognition activities across the senior physics curriculum.