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Abstract

STEM pedagogy is a popular area for research and discussion. The empirical literature on this topic supports a variety of approaches (e.g., inquiry-based) to help instructors spark student interest create an effective learning environment, and foster long-term retention and transfer of information related to STEM topics. One potential approach is to use tenets of embodied cognition, in which behavior and cognition emerge out of real-time sensorimotor behavior of the individual situated within a particular context, to implement strategies to enhance STEM pedagogy. We applied the six lessons of embodied cognition to understand the beneficial aspects of a middle-school project on water quality and concluded with recommendations of incorporation of the six lessons for STEM pedagogy at large.

Author Bio

Jonathan Roberts is a Professor and Co-Associate Chair of Psychology at Georgia Southern University, where he teaches courses in Developmental Psychology, Cognitive Psychology, and Sensation and Perception. He researches a wide variety of topics in Cognitive and Developmental Psychology.

Joshua L. Williams is Professor of Psychology and Department Chair of Criminal Justice and Criminology at Georgia Southern University. His research interests include the application of dynamical systems theory and embodied cognition to various aspects of learning and development, to include areas in educational, developmental, and social psychology.

Robert A. Hodgdon has been a teacher for thirty-three years, the last twelve at Richmond Hill Middle School in Richmond Hill, Georgia. He is a graduate of the University of Maine at Orono and Saint Michael's College where he earned B.S.Ed and M.Ed. degrees. He has been a presenter at multiple state and national science conferences, helped develop curriculum materials for the Georgia Department of Education, served on Georgia Department of Education Science Advisory Councils, written articles for state science publications, and has been recognized with five state and five national science teaching awards from organizations including the National Science Teaching Association, the National Association of Biology Teachers, and the U.S. Environmental Protection Agency.

Caroline C. Payne is a graduate of Georgia Southern University and a Registered Behavior Technician with six years of experience in the field of Applied Behavior Analysis. Her expertise focuses on implementing behavior-analytic interventions to support individuals with developmental and behavioral challenges, with an emphasis on evidence-based practices.

Gabriela A. Ruiz Emmanuelli is a graduate of Georgia Southern and is currently a Developmental Client Coach with 3 years of experience in behavioral-analytic interventions. She is attaining her Masters in Counseling with a concentration in Clinical Mental Health Counseling at NovaSoutheastern University. Her expertise consists of behavioral-analytic and developmental intervention models to help with peer play, problem solving and sensorimotor needs.

DOI

10.20429/cimle.2024.280201

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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