Embodied Learning and Multimodality in Science Education: Teachers’ Perceptions of Teaching Electrical Circuits, Their Diagrammatic Symbols, Physical Components and Functions Through Multisensory Approach

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De Carvalho, R. 2019. Embodied Learning and Multimodality in Science Education: Teachers’ Perceptions of Teaching Electrical Circuits, Their Diagrammatic Symbols, Physical Components and Functions Through Multisensory Approach. Research in Teacher Education. 9 (1), pp. 12-18. https://doi.org/10.15123/uel.88z4x
AuthorsDe Carvalho, R.
Abstract

This small case-study discusses a specific science teaching strategy that has been developed through a multimodal and socio-semiotic lens while drawing on embodied cognition as a pedagogical tool for designing a learning journey to engage students in learning about electric circuits. I have worked with pre-service teachers (PSTs) to use this strategy in their classroom to allow their students to use different senses and modes of communication to engage in knowledge acquisition. The use of movement, sound, imagery and other resources is then linked with real objects and tasks in the science classroom. This type of pedagogical strategy has potential implications for sciences teaching and learning which are explored in this piece. I draw on self-reported answers and semi-structured interviews with PSTs and other former PSTs from our institution who have used this strategy in real classrooms environments. Results show that this strategy has had important impact on PSTs’ perceptions about teaching and learning and pedagogical understanding, as well as achieving a more meaningful engagement of students during and after the lesson, in particular if the teacher is also actively involved in doing the task with the students.

JournalResearch in Teacher Education
Journal citation9 (1), pp. 12-18
ISSN2046-1240
2047-3818
Year2019
PublisherThe School of Education and Communities, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88z4x
Publication dates
OnlineMay 2019
Publication process dates
Deposited10 Feb 2021
Copyright holder© 2019 The Author
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