Embodied Learning: how experiences shape meaning in STEM Andrew Manches – Professor of Education

Ever want to help children grasp a new idea? Hold information in memory? Get a handle on a new problem? Or pick up a new skill?
Our language of learning is full of references to how we physically interact with the world, and hints towards an emerging area of research about the role of the body in how we think and learn. This research has implications for we can make learning more meaningful as well as enjoyable for children.

Embodied Cognition

Over the last few decades, there has been increasing evidence that our cognition is ‘embodied’. In other words, the way we think is not through some abstract collection of facts stored in our brain like a computer. Instead, how we think is shaped by how our bodies physically interact with our environment. For example, we can draw upon physical experiences of combining groups of objects when thinking about adding numbers, or about the sensation of our hands sliding over each other when thinking about friction. We can even draw on physical experiences as metaphors for more abstract ideas, for example, our
experiences of balance to think about justice, or experiences of height to think about ‘higher’ and ‘lower’ numbers. We can often spot these ‘embodied’ metaphors in our language, for example, ‘counting up’, ‘heavy workload’ or ‘flow of electricity’.
So how do we know that our cognition is ‘embodied’? Well, as well as more complex brain studies or analysing our language, researchers have turned to a much more observable window into how we think: the way we gesture.

Gestures: a unique window into how we think

There are different types of hand gestures. Some gestures simply emphasise words: ‘beat’ gestures. Some gestures to link what we say to our environment through pointing: ‘deictic’ gestures. But the most revealing gestures are ‘representational’, where our hands trace or simulate interaction with imaginary objects. For example, we may move our hands up and down like scales when communicating the concept ‘balance’, trace a wave if talking about ‘flow’, or move both hands out to describe how viruses spread. Think what gestures you might create if explaining concepts like ‘fractions’, ‘gravity’, ‘data’ or ‘infinity’.

Researchers have increasingly explored how, when and why we gesture. Although gestures are common (take a look after reading this!), there are different factors influencing whether or not someone gestures, including cultural and contextual factors as well as individual ones. We naturally tend to gesture more when explaining ideas, especially challenging ideas or when we want to provide greater support for the listener. It’s perhaps no surprise that teachers gesture a lot.

Gesturing for concepts like ‘balance’, ‘flow’, or ‘virus’

Embodied Learning

Gestures support the claim that our thinking is shaped by physical experiences: our cognition is embodied. They therefore suggest we might support children’s learning by focusing on particular experiences as well as use gestures to connect these experiences to language.

There are various academic publications and resources focusing on Embodied Learning, for example, Professor Mitch Nathan in the United States wrote a book in 2021 called “Foundations of embodied learning: A paradigm for education”.  Much Embodied Learning research has focused on using technologies to enhance embodied experiences for learning; other work has looked at how adults can adopt a more embodied approach in everyday learning contexts. One challenge is how to translate this research into clear and useful guidelines.

Move2Learn: Early STEM Embodied Learning project

Over the last decade I have led a project team (‘Move2Learn’) trying to address this challenge by exploring the role of embodied learning in early years STEM learning. We initially worked with colleagues in both the UK and US, focusing on early learning in science centres. Later we worked with educators to look at embodied learning in STEM in primary classrooms. From this work we identified three key messages for practice:

• Recognise children’s understanding in ways beyond words, especially gestures. Children often gesture when trying to explain their thinking, especially when they struggle to explain in words. Therefore, it can help children to actively encourage them to show you what they know. As well as providing another way to communicate, gesturing can help children who are less confident in communicating verbally. It can also be a lot of fun.
• Encourage meaningful sensory and movement experiences. Gestures are meaningful when they draw on familiar shared experiences. Whilst these experiences may be gained naturally through play, it can help to provide, and focus children’s attention on, particular sensory experiences or physical movements that relate to ideas they are learning. For example, partitioning groups of objects when learning about fractions, running with a mini-parachute when learning about air resistance, or rubbing hands across different surfaces when learning about friction.
• Communicate in ways beyond words, especially gestures. When we gesture, we can dynamically and spatially represent mechanisms behind ideas. Therefore, gestures often an additional, and different, way to make communication more meaningful. They also have the indirect benefit of supporting our own thinking when we explain to children. Therefore, whilst research has yet to provide definite guidance on which gestures to use and when, it is clear that being more purposeful and reflective of the way we naturally gesture when communicating with children can be beneficial.

To help translate these Embodied Learning messages into practice, we have worked with lots of teachers to develop training, as well as a game. The training is now accredited and delivered online by SSERC, an educational charity in Scotland leading in STEM professional development. We also work with SSERC to deliver face to face training.

The game is called STEM Charades, which offers a simple starting point for thinking about what our gestures reveal about the role of experiences in how we think and learn. There is more information and free resources about STEM Charades on the website www.stemcharades.info.

Instructions for one way to play STEM Charades

Whilst STEM Charades has been widely adopted in educational settings, it is equally suited to families and home environments. The game offers a playful way for parents and carers to explore STEM ideas together with their children, creating opportunities for conversation, curiosity and shared discovery. By encouraging children to communicate concepts through gesture and movement, it transforms everyday moments into meaningful learning experiences.

The card deck also provides a flexible guide, enabling the game to be played in different ways depending on age, confidence and context, creating enjoyable, screen-free opportunities for quality time together at home. Whilst the paid resource provides selected words across different STEM subjects on physical cards, you can make the game yourself by simply challenging children to communicate different ideas for others to guess by using just their hands.

Information about the training and game can be found in the QR codes in the flier below.  For any questions about these resources or any of the research, you are welcome to email Professor Andrew Manches directly on a.manches@ed.ac.uk.