Coordinator: Dean's Office
Ayush Gupta and Tathagata Sengupta
Monday and Thursday (11 AM to 1 PM)
Starting from August 23, 2021
Coordinator: Dr. Mashood K. K.
Magdalena Kersting, University of Oslo, Norway
940 5808 5713
What is the role of the human body in science education? Although science education researchers argue that thinking about and understanding science needs embodiment both in concrete and in more abstract learning domains, the role of the body has been approached from a variety of sometimes conflicting perspectives. In this talk, I wish to present a comprehensive overview of the various ways the body bears on science learning. Drawing on phenomenology and ecological psychology, I disentangle critical ideas of embodiment and embodied cognition to propose four senses of embodiment. These senses conceptualise the body in physical, phenomenological, ecological, and interactionist terms. By illustrating the relevance of the four senses in science education, I show that embodiment bears on practical educational problems and has various theoretical implications in science education. I conclude with suggestions for future research that realises the full potential of embodiment in science education.
Magdalena Kersting is a science education researcher at the University of Oslo in Norway. In her research, Magdalena studies how learners understand and experience abstract knowledge in digital and virtual learning environments in formal and informal learning contexts. She has a particular interest in embodied learning processes and the domain of Einsteinian physics education.