Exploring effects of embodied learning on students’ perception on astronomy and science

Embodiment has recently become of interest for educational environments in general and science education in particular. The present study conducted in several classrooms across Europe set out to explore what effects this approach can have on the self-reports on science interest, engagement in activities, social appreciation and knowledge gains. Change in self-report regarding these areas were evaluated in a pre-post design. The learning sequence was found to positively impact students’ perceptions of scientific knowledge gained and increased the self-reported interest during the lessons across all participating countries. The results show that embodied learning has the potential to positively impact science lessons.