Learning through my body:a case study of teachers' and students' views of using a body-based approach to science learning

Embodied cognition argues that the body and mind are inextricably linked, and that cognition is grounded in sensorimotor experiences. Traditional teaching approaches, by contrast, tend towards a disembodied style, where the mind is viewed to be separate from the body. This case study examines teachers’ and students’ perceptions of body-based activities (BBA) in secondary science classrooms. Findings reveal that BBA constitute an inclusive learning/assessment tool, but usage is limited due to a lack of training and unsuitable learning environments. The study offers educators and policymakers nuanced insights into the use of BBA as a pedagogical tool for secondary science learning.