Author(s)

Yujie Yin ¹

Affiliation(s)

¹ Department of Science Teaching and Research, Nanjing Dongshan Primary School, Nanjing, 211199, China

Corresponding Author

Yujie Yin

ABSTRACT

With the increasing proliferation and integration of science and technology in contemporary society, there has been a substantial surge in both the quantity and quality of individuals' demand for science education. As a result, the previously overlooked issue of science teaching has garnered attention from all stakeholders. The implementation of the Science Curriculum Standards for Compulsory Education (2022 Edition) (hereinafter referred to as the 'New Science Curriculum Standards') has expedited reforms in science education and provided explicit guidance for enhancing science teaching. Concurrently, embodied cognition theory, as a modern cognitive theory of learning, holds significant relevance to the field of science. Reassessing students' cognitive patterns within this framework offers fresh insights into addressing current challenges encountered in primary school science teaching and exploring practical strategies that align with modernized teaching and learning requirements: i. Enhancing exploration through immersive and dynamic multiple teaching contexts; ii. Promoting school-based curricula to foster family practice and social projects; iii. Utilizing universally accessible and user-friendly technological learning products while exploring online-offline modes for embodied teaching and learning.

KEYWORDS

Embodied Cognition; Scientific Discipline; Practice of Teaching

CITE THIS PAPER

Yujie Yin, A Study of Teaching Practices in Science under the Guidance of Embodied Cognition Theory. Advances in Educational Technology and Psychology (2024) Vol. 8: 88-96. DOI: http://dx.doi.org/10.23977/aetp.2024.080514.

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Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education