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Embodied transfer of knowledge using dynamic systems concepts in high school: A preliminary study.
M C Almarcha1, P Martínez2, N Balagué1
1Complex Systems in Sport Research Group, Institut Nacional d'Educació Fisica de Catalunya (INEFC), University of Barcelona (UB), Barcelona, Spain.
Human Movement Science
|July 9, 2022
Summary
Embodied learning using movement analogies significantly improved high school students' ability to integrate and transfer knowledge of Dynamic Systems Theory (DST) concepts. This approach fosters transdisciplinary education by connecting scientific principles across disciplines.
Area of Science:
- Education
- Cognitive Science
- Physics (Dynamic Systems Theory)
Background:
- Knowledge transfer and interdisciplinary connections are key educational goals.
- Cognitive science emphasizes embodied cognition and learning.
- The Synthetic Understanding through Movement Analogies (SUMA) framework promotes embodied learning and knowledge transfer.
Purpose of the Study:
- To evaluate the educational potential of teaching Dynamic Systems Theory (DST) concepts through embodied movement experiences.
- To assess knowledge transfer of DST concepts to biological and social phenomena in high school students.
Main Methods:
- A four-week intervention involving 71 first-grade high school students (aged 12-13).
- Teaching five DST concepts (order parameter, stability, control parameter, instability, phase transition) using a four-phase embodied learning approach.
- Pre- and post-intervention assessment of knowledge integration and transfer abilities via questionnaires and open-ended questions.
Main Results:
- Students demonstrated a significant increase in knowledge integration and transfer abilities post-intervention (Z = 7.322, p < 0.0001, PSdep = 1).
- The intervention effectively facilitated the application of DST concepts to diverse biological and social phenomena.
Conclusions:
- Teaching general Dynamic Systems Theory concepts through embodied movement experiences holds significant educational potential for high school students.
- This embodied, transdisciplinary approach supports the integration of scientific principles across academic disciplines, aligning with modern cognitive science principles.
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