Embodied learning with and through different writing methods
Korte, Satu-Maarit; Körkkö, Minna
Routledge
Korte, S.-M. & Körkkö, M. (2024). Embodied learning with and through different writing methods. In T. Schilhab, & C. Groth (Eds.), Embodied learning and teaching using the 4E cognition approach: Exploring perspectives in teaching practices (pp. 54-62). Routledge. https://doi.org/10.4324/9781003341604-9
https://creativecommons.org/licenses/by-nc-nd/4.0/
© 2024 Satu-Maarit Korte and Minna Körkkö. This chapter has been made available under a CC-BY-NC-ND license.
https://creativecommons.org/licenses/by-nc-nd/4.0/
© 2024 Satu-Maarit Korte and Minna Körkkö. This chapter has been made available under a CC-BY-NC-ND license.
https://creativecommons.org/licenses/by-nc-nd/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202405233864
https://urn.fi/URN:NBN:fi:oulu-202405233864
Tiivistelmä
Abstract
In this chapter, embodied cognition is discussed in the context of different writing methods, specifically handwriting and typing on a laptop, a tablet computer, or a smartphone touchscreen keyboard. The significance of these writing methods for memorising written texts amongst children, adolescents, and adult university students has been investigated in two previous studies with the objective of identifying key features and conceptualising the principles involved in writing with diverse methods. We reflect on the findings and implications of these studies by discussing them in light of recent literature. We seek to explore the latest research and distinguish the embodied dimensions of cognition through writing, providing practical instructional recommendations and examples that may be used to support the development of embodied ways of learning.
In this chapter, embodied cognition is discussed in the context of different writing methods, specifically handwriting and typing on a laptop, a tablet computer, or a smartphone touchscreen keyboard. The significance of these writing methods for memorising written texts amongst children, adolescents, and adult university students has been investigated in two previous studies with the objective of identifying key features and conceptualising the principles involved in writing with diverse methods. We reflect on the findings and implications of these studies by discussing them in light of recent literature. We seek to explore the latest research and distinguish the embodied dimensions of cognition through writing, providing practical instructional recommendations and examples that may be used to support the development of embodied ways of learning.
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Ellei muuten mainita, aineiston lisenssi on https://creativecommons.org/licenses/by-nc-nd/4.0/