The enabling role and mechanism of embodied cognition in interdisciplinary learning practice
KONG Jing
LIAO Qian
YANG Yuan
Abstract：The embodied cognition theory posits that there is a close relationship between the body and cognition.Human knowledge acquisition and thinking formation do not solely rely on internal processes within the brain but also involve the body's participation and interaction with the environment.Interdisciplinary learning practices integrate knowledge from multiple disciplines to solve real-world problems,with the core being to enable learners to deepen cognitive outcomes through interactive conversations and action perception.This research took the course"STEM Education Theory and Practice"as a vehicle and carried out three rounds of interdisciplinary project practices for three consecutive years.Methods such as correlation analysis,hierarchical regression analysis,and mediation models were used to explore the relationships among interactive conversations,action perception,and cognitive outcomes.The research findings are as follows:(1)Interactive conversations promote the collaboration of multidisciplinary knowledge through high-order cognitive behaviors,such as continuous exploration and improved explanations,directly driving cognitive integration.(2)Action perception in product creation,as the core carrier of embodied cognition,plays a complete mediating role between interactive conversations and cognitive outcomes.(3)In interdisciplinary practices,the design of embodied cognition needs to strengthen multimodal interactions and the embedding of physical tasks to enhance the ability of concept transfer.
Keywords：embodied cognitioninterdisciplinary learningconversationlearner product creation
Publication Date：2025-09-15
Online Publishing Date：2025-10-15(First online date of this platform, not the publication date of the document)
Pages：8( 78-85 )