Embodied Learning and Teaching Using the 4E Cognition Approach

Theresa Schilhab is Associate Professor in Educational Neuroscience and Evolutionary Epistemology and leads Science Didactics and Nature Views, Danish School of Education, Aarhus University, Denmark.Camilla Groth is Associate Professor in Arts, Design, and Crafts and leads the Embodied Making and Learning Research group (EMAL), University of South-Eastern Norway.

"Overall, I consider the book to make an excellent contribution to 4E cognition-inspired research on learning and teaching at various levels and areas of education. The chapters apply the 4E cognition framework insightfully in their respective contexts. I enjoyed reading the chapters very much and felt that many of them make an outstanding contribution to the field."- Professor Kai Hakkarainen, Department of Education, University of Helsinki, Finland.

• Part 1: Introduction Chapter 1 - Introduction to the anthologyPart 2: Language as lived experience Chapter 2 - Languages are grounded in the bodyChapter 3 - Exploring reading aloud events through embodied learning: Impacts on early literacy Chapter 4 - Inclusive language teachingPart 3: Reading and writing in school Chapter 5 - Substrates, displays, technologies and texts: Embodied, experiential reading Chapter 6 - Embodied learning with and through different writing methods Chapter 7 – Long-form silent reading in the contemporary classroom from an embodied learning perspective: “School is probably the worst place to read” Chapter 8 – Education in the cognitivist and embodied paradigms. Why won’t my students read?Part 4: Aesthetic learningChapter 9 - Thinking through hands in education Chapter 10 – Why whole-body drawing still matters in our digital age Chapter 11 - Apprenticeship as a model for teaching and learning in formal educationPart 5: Technology, nature-connectedness, and science learningChapter 12 - Conceptualising technology-enhanced embodied pedagogy Chapter 13 – Smart technology in nature-based learning—embodied and situated processes Chapter 14 - How nature-like artworks induce perceptual processes benefitting education in general and science education in particularPart 6: Music and physical education Chapter 15 - Embodied music learning Chapter 16 - Teaching and learning in physical education teacher education Chapter 17 – Embodied learning in interaction: The case of aikidoPart 7: Conclusions Chapter 18 – Conclusions