Science learning as a rich, complementary interplay between symbolic, embodied, and emotional aspects of learning

TY - JOUR

T1 - Science learning as a rich, complementary interplay between symbolic, embodied, and emotional aspects of learning

AU - King, Heather

AU - Brock, Richard

AU - Healy, Lulu

AU - Glackin, Melissa

AU - Xanthoudaki, Maria

PY - 2025/1/6

Y1 - 2025/1/6

N2 - This discussion paper explores the complementary contributions of symbolic, embodied, and emotional ways of knowing in science. Drawing on scholarship from the history of science, neuroscience and education, we note that whilst symbolic forms of knowing have long been privileged, contemporary research points to the integral contributions of physical and emotional experiences to produce a rich, conceptual understanding. Next, we introduce our complementary contributions model of science learning in which we assert that symbolic, embodied and emotional forms of knowing intersect and overlap. Here we acknowledge that non-symbolic ways of knowing can be difficult to articulate and evaluate, and subsequently may be seen to be of secondary importance. Fortunately, many educators do seek to promote embodied and emotional ways of learning and we examine one such museum-based project – Future Inventors – and reflect on its activities through the lens of the complementary contributions model. Further, we review evaluation data from the project to identify design features which appear key in fostering a multi-modal approach to science learning. We end by arguing that if we do not support embodied and emotional forms of knowing alongside the symbolic, we will fail in our efforts to support enduring and generative forms of science understanding.

AB - This discussion paper explores the complementary contributions of symbolic, embodied, and emotional ways of knowing in science. Drawing on scholarship from the history of science, neuroscience and education, we note that whilst symbolic forms of knowing have long been privileged, contemporary research points to the integral contributions of physical and emotional experiences to produce a rich, conceptual understanding. Next, we introduce our complementary contributions model of science learning in which we assert that symbolic, embodied and emotional forms of knowing intersect and overlap. Here we acknowledge that non-symbolic ways of knowing can be difficult to articulate and evaluate, and subsequently may be seen to be of secondary importance. Fortunately, many educators do seek to promote embodied and emotional ways of learning and we examine one such museum-based project – Future Inventors – and reflect on its activities through the lens of the complementary contributions model. Further, we review evaluation data from the project to identify design features which appear key in fostering a multi-modal approach to science learning. We end by arguing that if we do not support embodied and emotional forms of knowing alongside the symbolic, we will fail in our efforts to support enduring and generative forms of science understanding.

KW - Embodied learning; Emotional learning; Symbolic learning

M3 - Article

SN - 2154-8455

JO - International Journal of Science Education, Part B

JF - International Journal of Science Education, Part B

ER -