Book chapter
Embodying learning through physical activity and gestures in preschool children
Advances in Cognitive Load Theory: Rethinking Teaching, pp.103-118
Local/Global Issues In Education, Routledge, 1st
2019
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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.
Details
- Title
- Embodying learning through physical activity and gestures in preschool children
- Creators
- Myrto Mavilidi - University of NewcastleKim Ouwehand - Erasmus University RotterdamAnthony D. Okely - University of WollongongPaul Chandler - University of WollongongFred Paas - Erasmus University Rotterdam
- Contributors
- Sharon Tindall-Ford (Editor) - University of WollongongShirley Agostinho (Editor) - University of WollongongJohn Sweller (Editor) - University of New South Wales
- Publication Details
- Advances in Cognitive Load Theory: Rethinking Teaching, pp.103-118
- Series
- Local/Global Issues In Education
- Publisher
- Routledge; London
- Edition
- 1st
- Identifiers
- 991013334027202368
- Copyright
- © 2020 selection and editorial matter, Sharon Tindall-Ford, Shirley Agostinho and John Sweller; individual chapters, the contributors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter