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Presentation
Constructivism + Embodied Cognition = Enactivism: Theoretical and Practical Implications for Conceptual Change
AERA (2010)
  • Douglas L Holton
Abstract
The objective of this paper is to explore specific theoretical and practical implications of recent
research on embodied cognition and enactivism for the design of effective learning environments,
especially those targeting conceptual change. The ultimate goal is to illustrate how enactivism and
embodied cognition can help meet the criteria that often define scientific progress (Laudan, 1977), for
the purpose of advancing educational research and development and constructivist theory. Namely,
embodied cognition and enactivism may:
• explain specific anomalies and inconsistencies in the data from experimental research on
conceptual change and learning
• suggest bridges for theoretical divides in conceptual change research (Vosniadou, 2007)
• suggest innovative new instructional techniques
• explain previously unexplained yet successful learning strategies and techniques
• remove the need for certain theoretical constructs
• and, provide a new foundation for existing theories of learning and cognition that suggests new
lines of empirical research
Keywords
  • embodied cognition,
  • enactivism,
  • education,
  • conceptual change
Publication Date
2010
Comments
Presentation slides: http://www.slideshare.net/edtechdev/embodied-cognition-enactivism-implications-for-education
Citation Information
Douglas L Holton. "Constructivism + Embodied Cognition = Enactivism: Theoretical and Practical Implications for Conceptual Change" AERA (2010)
Available at: http://works.bepress.com/edtechdev/16/