Emerging research indicates human cognition can derive from interactions within their environment and “soon few will believe human thinking is computer-like. Instead, as with all animals, our thoughts are based on bodily experiences” (Glenberg, 2015, p. 165).
This study explored how classroom teachers plan and implement purposeful planned movement (PPM) for embodied cognition. There are different types of movement with some movement activities not necessarily serving the purpose of enhancing cognition for academic content. Purposeful planned movement is movement designed to enhance cognition of academic content (Lyding et al., 2014). Insights from teachers effectively planning and implementing PPM in academic classrooms to teach could explain how to utilize this type of instruction (Lyding, 2012; McGregor et al., 2015).
Findings emerged from a multiple site and multiple case study of four middle grades social studies and English/Language Arts teachers. A cross-case analysis, synthesis of the findings, and thematic interpretations were conducted to explore why and how teachers use PPM for embodied cognition. Interpretations of the literature connected the teacher’s use of movement to forms of embodied cognition. The connections help explain positive empirical results from using movement to increase learning within the literature. The findings bridge gaps in the literature on teachers’ perspectives, planning, experiences, and examples of implementing PPM for embodied cognition.
|Commitee:||Cantrell, Martha, Faklaris, Jason|
|School Location:||United States -- Georgia|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Middle School education, Cognitive psychology, Curriculum development|
|Keywords:||Bodily experiences, Corporeal learning, Embodied cognition, Kinesthetic, Neuroscience, Purposeful planned movement|
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