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Embodying learning through physical activity and gestures in preschool children

Chapter


Abstract


  • In this chapter, a series of studies based on the evolutionary upgrade of cognitive load theory is presented to show that the use of naturally evolved knowledge (i.e., biologically primary knowledge), such as human movement, can assist in the learning of culturally important knowledge that we have not specifically evolved to acquire (i.e., biologically secondary knowledge), such as complex cognitive tasks. This tenet is further supported by the theoretical framework of embodied cognition, stating that action and perception are inextricably bound, with significant advantages for learners when information is presented in a multimodal format (e.g., visual, motor, and auditory, complementing each other). A new instructional method is suggested, in which movements that are relevant for the learning task are integrated into the learning process.

Publication Date


  • 2020

Citation


  • Mavilidi, M., Ouwehand, K., Okely, A. D., Chandler, P. & Paas, F. (2020). Embodying learning through physical activity and gestures in preschool children. In S. Tindall-Ford, S. Agostinho & J. Sweller (Eds.), Advances in Cognitive Load Theory: Rethinking Teaching (pp. 103-118). United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780367246884

Book Title


  • Advances in Cognitive Load Theory: Rethinking Teaching

Start Page


  • 103

End Page


  • 118

Place Of Publication


  • United Kingdom

Abstract


  • In this chapter, a series of studies based on the evolutionary upgrade of cognitive load theory is presented to show that the use of naturally evolved knowledge (i.e., biologically primary knowledge), such as human movement, can assist in the learning of culturally important knowledge that we have not specifically evolved to acquire (i.e., biologically secondary knowledge), such as complex cognitive tasks. This tenet is further supported by the theoretical framework of embodied cognition, stating that action and perception are inextricably bound, with significant advantages for learners when information is presented in a multimodal format (e.g., visual, motor, and auditory, complementing each other). A new instructional method is suggested, in which movements that are relevant for the learning task are integrated into the learning process.

Publication Date


  • 2020

Citation


  • Mavilidi, M., Ouwehand, K., Okely, A. D., Chandler, P. & Paas, F. (2020). Embodying learning through physical activity and gestures in preschool children. In S. Tindall-Ford, S. Agostinho & J. Sweller (Eds.), Advances in Cognitive Load Theory: Rethinking Teaching (pp. 103-118). United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780367246884

Book Title


  • Advances in Cognitive Load Theory: Rethinking Teaching

Start Page


  • 103

End Page


  • 118

Place Of Publication


  • United Kingdom